GIFT  OF 


BULLETIN 

OF  THE 

UNIVERSITY  OF  TEXAS 

1915:  No.  56 


OCTOBER  5 


1915 


Suggestions  for  the  Teaching  of 
HISTORY  AND  CIVICS  IN  THE  HIGH  SCHOOL 


BY 

The  School  of  History  of 
The  University  of  Texas 


Published  by  the  University  six  times  a  month  and  entered  as 
second-class  matter  at  the  postoffice  at 

AUSTIN,  TEXAS 


The  benefits  of  education  and  of 
useful  knowledge,  generally  diffused 
through  a  community,  are  essential 
to  the  preservation  of  a  free  gov- 
ernment. 

Sam    Houston. 


Cultivated  mind  is  the  guardian 
genius  of  democracy.  ...  It  is  the 
only  dictator  that  freemen  acknowl- 
edge and  the  only  security  that  free- 
desire. 

Mirabeau   B.    Lamar. 


'  ,    ' 


PEEFACE 

The  material  contained  in  this  bulletin  is  largely  a  reprint  of 
a  bulletin  of  the  same  title  written  by  Mr.  A.  C.  Krey  (formerly 
of  the  University  of  Texas).  As  the  supply  of  the  original 
bulletin  was  exhausted  it  became  necessary  to  provide  a  new 
bulletin.  This  was  done  by  revising  the  old  bulletin.  The  work  of 
revision  was  done  by  various  members  of  the  faculty  of  the 
School  of  History.  The  extensive  bibliography  included  in  the 
new  bulletin  is  largely  the  work  of  Mr.  Herbert  Keller  (formerly 
of  the  University  of  Texas). 


322078 


SUGGESTIONS  FOR  THE  TEACHING  OF  HISTORY  AND 
CIVICS  IN  THE  HIGH  SCHOOL 

The  High  School  Course. — Where  only  two  years  are  given  in 
history  in  the  high  school,  it  is  thought  that  those  years  should 
be  given  to  General  History  (Ancient  and  Medieval  and  Modern). 
When  a  third  course  is  added,  it  should  be  devoted  to  United 
States  History  or  to  a  combination  of  United  States  History  and 
Civics,  the  history  being  given  in  the  first  half  with  the  civics  in 
the  second  half  of  the  year.  English  History  should  be  the  last 
subject  added  to  the  history  curriculum,  but  the  course  should 
then  be  readjusted  so  that  it  may  precede  United  States  His- 
tory.1 

The  Duty  of  the  History  Teacher  to  the  High  School. — The 
problem  of  teaching  history  in  the  high  school  is  not  alone  one 
of  meeting  requirements  for  affiliation  with  the  State  Univer- 
sity. The  first  duty  of  the  high  school  teacher  is  to  the  majority 
of  the  students.  If  this  obligation  is  fully  discharged  there 
can  be  little  question  of  affiliation  with  the  University,  for  that 
will  come  as  a  matter  of  course.  In  view  of  the  fact  that  a 
majority  of  the  high  school  students  nevjer  go  to  college,  the 
task  is  rather  one  of  equipping  them  with  a  certain  amount  of 
training  which  will  be  of  direct  benefit  to  them  in  understand- 
ing and  meeting  the  problems  of  daily  life.  Under  these  cir- 
cumstances, it  is  necessary  to  throw  the  pupils  into  contact  with 
problems  which  they  might  otherwise  better  attack  at  a  later  date. 
This  is  an  unfortunate  situation,  but  neither  university  nor  high 
school  can  ignore  it.  The  public  welfare  demands  a  hearty  co- 
operation between  both  institutions  in  order  to  accomplish  as 
much  as  possible  for  the  high  school  student. 

The  Aim  of  the  T&acher. — If  the  teacher  can  say  at  the  end 
of  four  years  that  his  students  are  able  to  think  intelligently  con- 
cerning the  facts  of  ordinary  life,  his  duty  has  been  fairly  done. 
To  do  this  the  student  ought  to  be  able  to  read  any  ordinary  rec- 
ord of  common  events  in  such  a  way  as  to  understand  what  the 


irrhe  following  units  may  be  offered  for  affiliation  in  the  Univer- 
sity: Ancient  History,  1  unit;  Medieval  and  Modern  History,  1 
unit;  English  History,  1  unit;  American  History,  %  or  1  unit; 
Civics,  y2  unit.  But  no  more  than  four  units  may  be  counted  in 
History  and  Civics  combined. 


6         -'•      •-  B-idleiin-  of  tic  University  of  Texas 

writer  really  intended  to  convey.  He  ought  to  be  able  to  ap- 
proach a  public  problem  with  an  historical  desire  to  know  the 
truth,  to  apply  to  it  all  reasonable  points  of  view,  and  to  come  to 
an  independent  conclusion  based  upon  earnest  conviction.  This 
is  an  aim.  To  expect  its  complete  attainment  from  an  immature 
high  school  graduate  is  scarcely «wise.  Yet,  though  he  cannot 
reach  this  goal  until  he  is  more  mature,  he  can  and  ought  to  be 
firmly  trained  in  this  direction.  He  can  be  made  familiar  with 
the  elementary  steps  of  the  journey,  and  can  even  be  led  a  re- 
spectable distance  along  the  right  path.  It  is  his  journey,  but 
the  teacher  must  start  him  on  it.  This  should  be  the  conscious 
aim  of  the  teacher  from  the  first  year  through  the  last. 

Aids  to  the  Teacher. — The  main  aids  to  the  teacher  consist,  of 
course,  in  his  training  and  personality.  The  teacher  who  is  lib- 
erally supplied  with  these  will  not  find  it  difficult  to  put  into 
practice  such  of  the  suggestions  embodied  in  this  bulletin  as  com- 
mend themselves  to  him — he  will  probably  improve  on  them. 
One  who  lacks  these  elements  will  find  it  most  profitable  to  try 
to  make  up  at  least  the  want  of  training,  and  to  follow  as  many 
of  these  suggestions  as  possible.  In  the  meantime  there  are  some 
books  on  the  teaching  of  history  which  will  be  found  very  help- 
ful. The  best  are : 

Committee  of  Seven,  History  in  tlie  Schools.  Macmillan  Com- 
pany, 1904. — This  little  book,  which  embodies  the  report  of  a 
committee  of  the  American  Historical  Association,  represents  the 
opinions  of  the  authorities  in  the  field,  and  ought  to  be  a  part  of 
every  history  teacher's  equipment.  It  can  be  obtained  from  the 
publishers  for  50  cents. 

Committee  of  Five,  History  in  the  Schools.  Macmillan  Com- 
pany, 1910. — Like  the  preceding,  this  is  the  report  of  a  commit- 
tee of  the  American  Historical  Association,  and  is  intended 
to  consider  questions  which  have  arisen  since  the  earlier  report 
was  issued.  It  is  mainly  useful  in  calling  the  earnest  attention 
of  teachers  to  the  relation  of  the  various  history  courses  in  sec- 
ondary schools  to  each  other.  It  can  be  obtained  from  the  pub- 
lishers for  25  cents. 

Bourne,  H.  E.,  The  Teaching  of  History  and  Civics  in  the  Ele- 
mentary and  Secondary  Schools.  Longmans,  Green  and  Com- 
pany, 1910. — This  is  probably  the  most  serviceable  work  on  the 


History  and  Civics  in  the  High  School  7 

pedagogy  of  history  which  has  thus  far  appeared.  The  latest 
edition  (1910)  is  up-to-date  and  every  teacher  ought  to  have  a 
copy.  It  gives  a  bibliography  of  other  works  of  advantage  to 
the  teacher. 

Tlie  History  Teachers'  Magazine. — This  monthly  publication 
has  been  issued  by  the  McKinley  Publishing  Company  since 
September,  1909.  An  increasing  deficit  forced  them  to  discon- 
tinue it  temporarily  with  the  September  issue  of  1911,  but  the 
American  Historical  Association,  at  its  Christmas  meeting,  de- 
cided to  guarantee  its  further  publication,  in  view  of  the  general 
satisfaction  which  it  gave  to  history  teachers.  If  the  former 
policy  of  taking  up  specific  problems  as  treated  by  teachers  of 
recognized  ability  and  long  experience  is  continued,  it  will  be 
more  than  worth  its  price  to  every  teacher  of  history.  The 
former  price  was  $1.00  per  year  by  subscription,  and  this  price 
is  continued  to  members  of  Teachers'  Associations. 

The  Texas  History  Teachers'  Bulletin. — This  publication,  is- 
sued in  November,  February  and  May,  is  the  organ  of  expression 
of  the  history  teachers  of  Texas.  Experiences  and  ideals,  sug- 
gestions, criticisms  and  questions,  bibliographies,  book  reviews 
and  source  selections,  personal  items,  and  local  news  concerning 
educational  matters  in  general  are  some  of  the  subjects  that 
appear  in  this  bulletin.  It  is  published  by  the  University  of 
Texas  and  can  be  obtained,  together  with  all  back  numbers  ex- 
cepting No.  1,  of  Volume  I,  free  of  charge.  Dr.  Milton  K.  Gutsch, 
University  of  Texas,  Managing  Editor. 

Other  works  of  possible  advantage  are:  Hinsdale,  How  to 
Study  and  Teach  History,  Appleton,  1894 ;  Mace,  Method  in  His- 
tory, Ginn  and  Company,  1897;  McMurray,  Special  Method  in 
History,  Macmillan,  1910. 

The  Plan  of  This  Bulletin. — The  suggestions  which  follow  are 
grouped  under  the  titles,  Text,  Assignment  of  Lesson,  Outline, 
Chronology,  Geography,  Illustrative  Material,  Historical  Fic- 
tion, the  Source  Method,  the  Library  Problem,  and  the  Topic. 
All  have  been  drawn  from  the  actual  practice  in  secondary 
schools  of  this  and  other  states  and  the  utmost  suggested  under 
any  of  these  titles  is  being  actually  accomplished  by  some  high 
schools  of  our  own  state.  Local  exigencies,  such  as  inadequate 
library  facilities,  straitened  finances,  and  the  absence  of  illustra- 


8  Bulletin  of  the  University  of  Texas 

tive  material,  as  well  as  lack  of  training,  will  make  it  difficult  for 
some  teachers  to  adopt  all  of  the  suggestions  here  laid  down. 
The  first  three  subjects,  however,  on  the  text-book,  assignment  of 
lesson,  and  the  outline,  are  so  important  that  they  ought  to  be 
followed  by  every  school.  Chronology  and  geography  are  also 
very  important  elements,  and  it  is  hoped  that  the  teacher  may 
be  aided  by  the  paragraphs  on  those  subjects.  Illustrative  ma- 
terial and  historical  fiction  assist  the  teacher  in  his  execution  of 
the  routine  work,  and  the  value  of  the  present  suggestions  will 
depend  largely  upon  the  resources  available  in  each  school. 
Those  on  the  library  problem  ought  to  be  helpful  to  every  teacher 
— more  wrhere  there  are  no  reference  books,  less  where  there  is  al- 
ready a  well  stocked  library.  Successful  use  of  the  source- 
method  requires  a  considerable  degree  of  historical  preparation 
in  the  teacher,  and  the  remarks  on  that  subject  are  directed,  pri- 
marily, to  such  teachers  as  have  this.  The  discussion  of  the 
topic  suggests  a  desirable  aim  which  the  better  equipped  schools 
are  actually  realizing,  but  schools  which  lack  many  of  the  facil- 
ities will  have  to  satisfy  themselves  with  less.  Something,  how- 
ever, in  this  direction  can  and  ought  to  be  done  by  all  the  schools. 

TEXTS 

The  choice  of  the  proper  text-book  is  one  of  the  most  important 
elements  in  the  course.  There  are  quite  a  number  of  texts  in  each 
field  which  are  quite  satisfactory  in  general,  but  even  among 
these  there  is  a  wide  choice  to  be  made  by  the  individual  teacher. 
The  previous  preparation  of  the  students,  the  presence  or  absence 
of  adequate  library  and  illustrative  facilities,  and  the  special 
preparation  of  the  teacher  are  considerations  which  ought  to 
weigh  heavily  in  the  final  selection.  Whereas  little  more  than  a 
dry  outline  of  important  facts  might  do  very  well  in  one  placa 
with  a  certain  teacher,  another  might  require  a  text  heavily  laden 
with  illustrations  and  fascinating  phraseology.  It  is  therefore 
well  for  the  teacher  to  consider  all  the  factors  carefully,  and, 
after  looking  over  all  the  usable  texts,  to  select  the  most  suit- 
able. 

Among  the  books  which  are  used  with  more  or  less  satisfac- 
tion by  competent  teachers  are  the  following : 

(a)  For  Ancient  History:  Botsford,  A  History  of  the  Ancient 


History  and  Civics  in  the  High  School  9 

World  (The  Macmillan  Company),  1911;  Morey,  Outlines  of  An- 
cient History  (American  Book  Company)  ;  Myers,  Ancient  His- 
tory, Revised  (Ginn  and  Company)  ;  West,  Ancient  History 
(Allyn  and  Bacon)  ;  Westerman,  W.  L. ;  Tlie  Story  of  the  An- 
cient Nations  (Appleton).  Robertson,  J.  H.,  and  Breasted,  J. 
H.,  Outline  for  European  History,  Part  I  (Ginn).  Webster,  H., 
Ancient  History  (Heath). 

(b)  For   Medieval  and  Modern   History:     Harding,  Essen- 
tials of  Medieval  and  Modern  History   (American  Book  Com- 
pany) ;  Munro  and  Whitcomb,  Medieval  and  Modern  History 
(Appleton)  ;    Myers,    Medieval   and  Modern   History,   Revised 
(Ginn  and  Company)  ;  Robinson,  History  of  Western  Europe 
(Ginn   and   Company)  ;  West,   Medieval  and  Modern  History 
(Allyn  and  Bacon). 

(c)  For  English  History:     Cheyney,  A  Short  History  of 
England  (Ginn  and  Company)  ;  Andrews,  A  History  of  Eng- 
land (Allyn  and  Bacon).    Larson,  History  of  England  and  the 
British  Empire  (D.  C.  Heath). 

(d)  For  American  History,  it  is  more  difficult  to  find  a  sat- 
isfactory treatment.     The  available  texts  for  high  schools  are 
generally  marked  by  one  of  three  defects :  inaccuracy,  want  of 
proper   proportion    and   organization,    and   sectional   prejudice. 
Some  that  are,  on  the  whole,  and  with  these  reservations,  most 
available  are  Adams  and  Trent's  History  of  the  United  States, 
•Johnston's   The    United  S-tates;  Its  History   and   Constitution, 
and  Hart's  Essentials  of  American  History. 

ASSIGNMENT   OF  LESSON 

Many  teachers  just  beginning  their  work  find  this  one  of 
their  chief  problems.  With  first  year  students  it  is  very  profit- 
able to  devote  as  much  as  ten,  or  even  fifteen,  minutes  to  the 
assignment  of  the  next  lesson.  The  teacher  ought  to  explain 
any  difficult  passages,  point  out  what  is  to  be  emphasized  and 
what  may  be  omitted,  pronounce  difficult  names,  and  make  clear 
what  places  are  to  be  located  on  maps  by  the  students.  Such 
consideration  usually  saves  much  time  on  the  part  of  the  stu- 
dents, and  is  the  means  of  avoiding  numerous  unnecessary  mis- 
takes. In  the  course  of  the  explanation  the  teacher  ought  to 
suggest  questions  which  will  involve  not  mere  repetition .  of  the 


10  Bulletin  of  the  University  of  Texas 

words  of  the  texts,  but  individual  thought.  This  will  help  greai.ly 
in  giving  the  students  the  proper  idea  that  their  course  in  his- 
tory is  not  only  reading,  but  actual  study  of  the  past.  Some 
teachers  make  such  question  a  regular  part  of  the  day's  work 
and  place  the  questions  on  the  blackboard,  so  that  the  students 
may  copy  them  into  note-books.  But  always,  especially  in  the 
first  year,  the  assignment  ought  to  be  both  clear  and  definite, 
not  only  as  to  what  the  students  shall  study,  but  also  what  they 
shall  omit.  In  the  more  advanced  work  less  indulgence  ought  to 
be  practiced,  so  as  to  cultivate  a  certain  amount  of  initiative 
on  the  part  of  the  students.  By  the  senior  year,  little  more  than 
a  definite  assignment  of  the  subject  of  the  next  lesson,  without 
much  explanation,  ought  to  be  sufficient,  but  this  state  of  inde- 
pendence should  be  the  fruit  of  gradual  training. 

THE    OUTLINE 

Its  Importance  to  the  Teacher. — In  the  first  place,  it  can- 
not be  too  emphatically  stated  that  en  outline  is  indispensable 
to  the  teacher.  Good  teachers  of  history  today  do  not  think 
of  undertaking  the  year's  work  without  having  prepared  a  com- 
plete outline  of  the  whole  course — not  only  of  the  text-book. 
but  of  all  the  auxiliary  work  as  well.  In  this  way  the  task  be- 
comes a  unified  development  in  which  each  recitation  is  a  defi- 
nite step,  instead  of  one  of  a  series  of  disjointed  entities  which 
may  land  teacher  and  class,  at  the  end  of  the  year,  a  whole  cen- 
tury behind  their  point  of  destination.  It  enables  the  teacher  to 
meet  unforeseen  delays  by  hastening  over  some  less  important 
matter,  or  to  adapt  himself  to  unexpected  progress  of  the  class 
by  working  more  intensely  on  some  important  periodj  With 
such  an  outline  carefully  prepared,  English  history  will  ex- 
tend from  the  earliest  times  to  the  very  present;  modern  his- 
tory will  not  end  with  Napoleon,  and  the  student  will  learn. 
in  American  history,  that  the  events  of  the  past  are  the  direct 
explanation  of  the  life  with  which  he  is  in  actual  contact.  This 
is  a  psychological  advantage  which  the  careless  teacher  loses 
almost  entirely,  and  his  students  leave  the  schoolroom,  feeling 
that  history  is  a  memory,  pleasant  or  otherwise,  as  the  case 
may  be,  of  something  which  happened  in  the  past,  but  which 
is  of  no  direct*  concern  to  them.  Such  a  condition  is  pathetic. 


History  and  Civics  in  the  High  School  11 

and  need  not  occur  even  where  the  exigencies  of  the  high  school 
administration  place  a  teacher  in  charge  of  history  who  is  not 
especially  prepared  in  the  subject,  for  there  are  a  great  many 
excellent  syllabi  now  available  at  slight  expense.  A  careful 
adaptation  of  one  or  more  of  these  can  be  used  with  profit 
until  a  trained  teacher  is  procured. 

A  History  Syllabus  for  Secondary  Schools  (D.  C.  Heath  and 
Company,  1904),  issued  by  the  New  England  History  Teachers' 
Association,  contains  careful  outlines  of  the  history  work  of  a 
four-year  high  school  course,  besides  selected  bibliographies,  sug- 
gestions as  to  topics,  and  good  advice  to  teachers. 

The  Syllabus  for  Secondary  Schools,  issued  as  a  bulletin  of  the 
Education  Department  of  the  University  of  the  State  of  New 
York,  1910,  largely  repeats  the  outlines  of  the  New  England 
Syllabus,  but  has  in  addition  on  outline  of  Civics  and  Economics. 

A  Syllabus  of  European  History,  including  ancient,  medieval 
and  modern  history,  issued  by  Professor  Laurence  M.  Larson 
and  a  committee  of  the  Illinois  State  History  Teachers'  Associa- 
tion, contains,  in  addition,  topic  references,  suggestions  as  to 
map  work,  and  a  select  bibliography.  A  more  detailed  list  of 
syllabi  may  be  found  in  the  History  Teachers'  Magazine  of  De- 
cember, 1909. 

The  Importance  of  the  Outline  for  the  Students. — Careful 
and  logical  analysis  of  the  subject  is  of  fundamental  impor- 
tance. History  study  can  give  its  students  few  things  of  greater 
importance  than  the  ability  to  see  clearly  the  sequence  of  cause 
and  effect  in  human  affairs,  and  nothing  so  surely  develops  this 
as  continuous  training  in  outline  making.  The  teacher  will  find 
it  advantageous  to  proceed  gradually  in  teaching  the  students 
to  outline.  In  the  first  year  he  may  place  on  the  blackboard 
a  brief  outline  of  the  text-book  assignment  for  the  day,  or  as 
he  gives  the  class  some  additional  material,  put  a  simple  out- 
line of  that  011  the  board  as  he  proceeds.  After  the  class  has 
become  accustomed  to  the  consideration  of  an  outline  along 
with  the  recitation,  he  should  have  the  students  themselves  out- 
line simple  assignments  in  the  text,  or  have  a  student  present 
orally  some  additional,  interesting  information,  on  the  basis  of 
an  outline  on  the  board.  The  outlines  ought  to  be  carefully  con- 
sidered in  class,  and  the  corrections  should  be  clearly  explained. 


12  Bulletin  of  the  University  of  Texas 

Thus  the  work  .should  continue,  the  teacher  doing  the  bulk  of 
the  outlining,  the  students  doing  the  more  simple  parts  of  the 
work  under  the  careful  correction  of  the  instructor  and  of  each 
other.  As  their  ability  develops,  more  difficult  tasks  can  be  as- 
signed. By  the  end  of  the  second  year  the  pupils  ought  to  be 
able  to  analyze  and  outline  almost  any  chapter  in  the  text  as 
well  as  of  the  simpler  reference  readings.  Written  outlines 
ought  still  to  be  the  rule  in  the  third  year,  with  the  teacher 
still  doing  the  most  difficult  parts  of  the  work. 

A  simple  device,  used  by  some  teachers,  is  to  have  the  out- 
line of  the  day's  lesson  written  on  the  blackboard  before  the 
recitation.  This  is  copied  into  note  books  by  the  students  while 
the  teacher  checks  up  the  class  roll.  In  the  third  year  different 
members  of  the  class  are  assigned  the  text  outline  on  succeed- 
ing days.  The  outline  is  placed  on  the  board,  and  as  the  recita- 
tion proceeds  is  corrected  by  teacher  and  students,  the  correc- 
tions being  duly  inscribed  in  the  note-books.  As  the  class  be- 
comes more  proficient,  the  teacher  gradually  dispenses  with 
blackboard  outlines,  but  each  student  still  keeps  his  own  outline 
in  his  note-book,  which  the  teacher  examines  from  time  to  time 
and  corrects.  Outlines  of  additional  information  furnished  by 
the  teacher,  or  of  an  oral  topic  by  a  pupil,  are  entered  during 
the  recitation.  During  the  senior  year  this  method  is  gradually 
changed  to  one  of  oral  outline — the  student  being  expected  to 
have  made  a  clear  analysis  of  his  material,  and  to  recite  accord- 
ingly— and  the  students  are  expected  to  be  able  to  read  not  only 
a  few  pages,  but  whole  chapters  without  missing  a  single  im- 
portant point  presented  by  the  writer. 

The  Object  of  the  Outline. — Leaving  aside  the  value  which  the 
•outline  gives  in  the  matter  of  perspective  and  the  slight  amount 
of  synthetic'  practice  afforded  by  fitting  several  accounts  into 
a  single  outline,  the  student  is  trying,  primarily,  in  this  matter 
of  analysis,  to  understand  a  narrative  as  the  author  intends  that 
he  should,  and  to  guage  the  relative  importance  of  various  facts 
from  the  point  of  view  of  the  writer.  This  should  not  be  impos- 
sible of  attainment,  yet  a  notoble  English  scholar  has  criticized 
the  Americans  on  the  ground  that  they  do  not  get  more  than  a 
fourth  of  what  they  read  on  the  printed  page.  If  his  criticism 
is  just,  the  teachers  of  history  must  carry  no  small  amount  of 


History  and  Civics  in  the  High  School  13 

the  blame,  and  they  can  best  absolve  themselves  of  the  blame  by 
rigid  insistence  on  well-considered  outlines.  Needless  to  say,  such 
training  is  valuable  to  the  student  not  only  for  his  work  in  his- 
tory. The  power  of  logical  analysis  thus  acquired  ought  to  form 
a  basis  for  logical  thinking  in  dealing  with  all  similar  matter, 
both  in  school  and  afterwards. 

CHRONOLOGY 

Importance  of  Dates. — Perhaps  one  of  the  most  certain  tests  of 
accuracy  in  history  training  lies  in  the  students'  knowledge  of 
the  time  and  place  of  historical  events.  The  importance  of  these 
needs  little  emphasis  here.  The  problem  is  rather  one  of  making 
their  importance  clear  to  the  student.  Psychology  has  demon- 
strated the  wastefulness  of  the  old  system  of  memorizing  dates 
for  the  menemonic  value  of  the  exercise.  Each  date  should  be  a 
peg  on  which  to  hang  historical  events.  490  B.  C.  becomes  a  con- 
venient pivot  around  which  to  fix  the  history  of  the  Persian  wars. 
The  whole  confusing  series  of  the  Barbarian  Invasions  may  be 
grouped  around  the  dates  at  which  they  reached  the  city  of  Rome. 
Visigoths  410,  Huns  452,  Vandals  455,  Ostrogoths  493,  and  the 
Lombards  at  the  end  of  the  sixth  century.  From  these  dates  each 
of  the  invasions  may  be  traced  backward  to  its  starting  place 
and  forward  to  the  place  of  final  settlement.  Numerous  other 
illustrations  might  be  suggested,  but  by  the  use  of  such  chrono- 
logical bases  the  student  will  remember  the  facts  and  dates  be- 
cause of  their  relationship,  and  not  each  for  itself.  The  associa- 
tions ought  to  be  so  firmly  fixed  that,  given  one  of  a  series,  the 
student  will  readily  reconstruct  the  whole  series  in  its  proper 
time  and  place.  This  ought  to  be  rigidly  practiced.  An  occa- 
sional rapid  fire  question  drill  will  impress  upon  the  student's 
mind  the  fundamental  importance  of  accuracy  in  these  relations. 
The  excitement  of  the  method  will  make  its  use  both  stimulating 
and  profitable. 

Chronological  Devices. — Various  devices  have  been  invented 
by  ingenious  teachers,  to  fix  clearly  in  the  mind  of  the  students 
numerous  historical  relationships.  Synchronous  charts,  time 
maps,  graphs,  chronological  outlines,  and  blackboard  rep- 
resentations are  used  to  present  the  facts  of  history  more 
graphically.  Some  of  these  have  been  described  in  various  num- 


14  Bulletin  of  the  University  of  Texas 

bers  of  the  History  Teachers'  Magazine,  and  a  careful  study  of 
them  will  suggest  many  other  similar  devices  to  the  resourceful 
teacher.  Among  the  chronological  compendiums,  Ploetz,  C., 
Epitome  of  Universal  History  (newly  revised,  Houghton,  1909), 
is  still  the  most  popular.  George  P.  Putnam's  Tabular  Views  of 
University  History  (Putnam,  1907),  is  likewise  a  very  convenient 
collection  of  dates. 


GEOGRAPHY 


The  Importance  of  Geography.  —  The  makers  of  dictionaries 
have  not  yet  invented  a  word  to  describe  the  sin  of  place  confu- 
sion, as  they  have  that  of  time,  but  there  ought  to  be  one.  When 
a  student  calmly  assures  us  that  Elbe  was  a  famous  Roman 
general,  or  that  Constantinople  is  located  in  the  northern  part 
of  England,  it  is,  to  say  the  least,  discouraging.  Such  facts  are 
not  only  historically  important,  but  ought  to  be  matters  of  gen- 
eral contemporary  information.  Most  high  school  freshmen,  it 
may  be  presumed,  have  had  an  elementary  course  in  the  geog- 
raphy of  the  world.  With  the  present  larger  political  divisions 
of  the  world  they  ought  to  be  familiar,  and  this  will  offer  a  con- 
venient basis  for  localizing  historical  names  as  they  occur  in  the 
text./  There  ought  to  be  a  few  large  wall  maps  in  the  school,  and 
with  the  beginning  of  the  first  year  the  teacher  ought  to  set  the 
example  of  pointing  out  the  locations  on  the  map.  This  can  very 
soon  be  varied  by  letting  a  student  go  to  the  map  and  point  out 
the  location  of  countries,  rivers,  mountains,  and  towns  as  they 
are  called  off  by  the  teacher.  The  teacher  should  supplement  this 
exercise  by  having  the  students  fill  in  outline  maps.  Almost  all 
text-books  now  have  a  few  excellent  maps,  and  the  student  ought 
-"IxTbe  taught  as  soon  as  possible  to  appreciate  their  significance. 
He  should  learn  very  soon  that  he  is  expected  to  know  the  loca- 
tion of  every  place  mentioned  in  the  text.  Important  physical 
features  ought  to  be  emphasized. 

Geography  Not  a  Thing  Apart  From  History.  —  The  great 
danger  in  geographical  work  lies  in  the  possibility  that  the  stu- 
dent may  regard  it  as  something  apart  from  his  history  —  a 
danger  which  is  invited  by  setting  aside  certain  days  for  geog- 
raphical work  alone.  It  is  much  better  to  have  the  geographical 
drill  as  part  of  the  day's  lesson,  or  in  connection  with  the  review. 
The  brief  survey  of  oriental  history  with  which  the  first  year 


History  and  Civics  in  the  High  School  15 

begins  could  be  very  effectively  reviewed  by  a  map  assignment 
of  the  Mediterranean  basin,  including  the  political  divisions  of 
the  ancient  empires  as  well  as  the  more  important  cities.  The 
use  of  colors  would  be  an  added  incentive  to  the  average  fresh- 
man. With  careful  correction  of  these  maps  in  the  class  room  the 
student  would  obtain  very  valuable  results.  The  review  of  the 
Persian  wars  should  be  accompanied  by  a  map.  Alexander's 
empire  offers  another  opportunity.  It  was  no  accident  that 
made  farmers  of  the  Egyptians,  shepherds  of  the  Assyrians, 
sailors  of  the  Phoenicians  and  Greeks.  The  physical  conditions 
of  their  respective  countries  left  them  no  choice. 

Influence  of  Geography  on  History. — Some  beginnings  can 
even  be  made  in  explaining  the  influence  of  physical  geography 
in  history.  In  connection  with  Greek  history  a  relief  map  of  the 
peninsula  and  the  Aegean  Sea  will  simply  illuminate  the  text, 
showing  concretely  how  the  mountains  kept  the  Greek  states 
apart,  retarded  the  development  of  some,  hastened  the  oppor- 
tunities of  others;  and  how  the  remarkable  indentations  of  the 
eastern  coast  and  the  conveniently  scattered  islands  invited  the 
Greeks  out  to  sea.  Such  an  illustration  is  much  more  vivid  than 
the  words  of  a  text-book  can  ever  be.  Military  operations  can- 
not be  studied  intelligently  apart  from  the  map;  and  they  can 
often  be  illuminated  by  a  relief  map.  For  example,  the  stages 
of  the  Persian  wars  in  Greece,  or  the  campaigns  of  Hannibal  in 
Italy  take  on  a  new  meaning  when  studied  in  connection  with  the 
topography  of  the  country. 

What  May  Be  Reasonably  Expected  of  the  Student. — By  the 
end  of  the  first  year  the  student  ought  to  have  acquired  the  habit 
of  looking  up  the  geography  of  every  important  point  encoun- 
tered in  the  reading,  and  the  ability  to  locate  it  on  an  outline 
map.  The  second  year  offers  abundant  opportunity  for  map 
work.  In  fact,  map  work  becomes  an  absolute  necessity  for  such 
a  topic  as  the  barbarian  invasions.  The  expansion  of  the  Frank- 
ish  domain  from  Clovis  to  Charlemagne  on  one  map  is  an  exer- 
cise of  a  different  kind.  Occasion  for  map  making  is  offered 
throughout  the  second  year  by  the  kaleidoscope  changes  in  po- 
litical geography.  English  history  offers  an  opportunity  for 
more  intensive  work  on  smaller  localities,  showing  the  influence 
of  various  physical  factors.  This  is  even  more  true  of  Amer- 


16  Bulletin  of  the  University  of  Texas 

lean  history,  where  early  settlements  trickled  inland  along  river 
valleys,  where  mountain  passes  become  main  highways,  and  cities 
grew  up  at  the  confluence  of  commercial  streams.  The  increased 
interest  in  the  recent  study  of  geography  has  placed  numerous 
aids  at  the  disposal  of  the  teacher.  Every  school  ought  to  have  a 
set  of  good  wall  maps  whose  features  are  clear  to  students  in 
their  seats.  The  Kiepert  maps  (Rand,  McNally  Company),  the 
Spruner-Bretschneider  (Perthes),  and  the  Rand,  McNally  series 
are  some  of  the  better  known  of  these.  For  high  school  use  the 
Rand,  McNally  maps  are  perhaps  the  best,  and  they  have  the 
additional  advantage  of  cheapness.  Atlases  for  reference  pur- 
poses are  quite  numerous.  Dow,  Atlas  of  European  History 
(Henry  Holt  and  Company,  1909,  $1.50),  and  Shepherd,  His- 
torical Atlas  (Henry  Holt  and  Company,  1911,  $2.50),  are  both 
extremely  useful.  For  ancient  history,  Kiepert,  Atlas  Antiquus 
(Sanborn,  $2.50)  is  helpful,  while  in  English  History,  Gardiner, 
School  'Atlas  of  English  History  (Longmans,  $1.25)  is  quite 
adequate.  For  American  history  there  is  no  complete  Atlas, 
but  the  Shepherd  Atlas,  referred  to  above,  devotes  a  good  deal 
of  attention  to  America,  Cheap  and  very  handy  atlases  of 
European  history — Ancient,  Medieval  and  Modern — are  pub- 
lished in  Everyman's  Library  (E.  P.  Dutton,  New  York,  35 
cents  each). 

Small  outline  maps  useful  for  work  by  the  students  are  pub- 
lished by  Atkinson,  Mentzer  and  Grover,  D.  C.  Heath  and  Com- 
pany, McKinley  Publishing  Company,  and  Rand,  McNally  and 
Company.  The  teacher  can  usually  select  from  the  catalogues 
the  very  map  he  desires. 

On  the  subject  of  geographical  influence  in  history,  H.  B. 
George,  Relations  of  Geography  and  History  (Clarendon  Press), 
A.  P.  Brigham,  Geographic  Influences  in  America  (Ginn  and 
Company),  and  E.  C.  Semple,  American  History  and  its  Geog- 
raphic Conditions  (Houghton,  Mimn  and  Company)  will  be 
found  of  great  value  to  the  teacher. 

ILLUSTRATIVE  MATERIAL 

Material  for  Gaining  Interest. — The  service  of  the  psycholo- 
gists in  analyzing  the  process  whereby  the  student  gains  knowl- 
edge is  utilized  by  the  teachers  of  history  to  no  small  extent.  The 


History  and  Civics  in  the  High  School  17 

problem  of  gaining  the  attention  of  the  student  and  implanting 
ideas  is  a  rather  complex  one.  Already  text-books  have  formed 
the  habit  of  appealing  to  the  student's  powers  of  vizualization  by 
printing  numerous  pictures  and  maps.  The  modern  picture  pos- 
tals and  cheap  prints  of  historical  scenes  make  the  same  appeal. 
Historical  landmarks  and  monuments  of  the  immediate  neigh- 
borhood offer  other  opportunities.  The  skill  of  manual  training 
students  might  be  applied  to  the  manufacture  of  models — fo? 
example,  Caesar's  bridge  across  the  Rhine.  The  local  physical 
geography  can  be  used  to  afford  illustrations  of  geographical  in- 
fluences; for  example,  why  is  Galveston  the  second  largest  ship- 
ping port  in  the  United  States?  Why  is  Houston  a  great  rail- 
road center  ?  Why  are  San  Antonio  and  El  Paso  health  resorts  ? 
Why  is  rice  raised  in  South  Texas,  and  wheat  in  North  Texas? 
And  the  sentiments  of  local  newspapers  can  be  employed  to 
show  concretely  local  jealousies  and  rivalries  of  the  past.  Then 
there  are  museums,  exhibitions  of  coins,  arms,  historical  curi- 
osities, and  the  like  to  engage  the  attention  of  the  student. 

The  Use  of  Such  Material. — How  to  use  illustrative  material 
will  rest  largely  with  the  teacher.  There  are  some  classical  ex- 
amples of  the  use  of  illustration,  like  the  one  of  the  teacher  in 
France  who  used  a  model  of  a  castle  to  draw  from  the  students 
the  whole  account  of  chivalry  and  the  life  of  the  twelfth  and 
thirteenth  centuries.  Many  teachers  have  been  able  to  make 
clear  difficulties  in  financial  history  by  exhibiting  coins  of  the 
period.  Even  the  monetary  issue  of  the  political  campaign  of 
1896  has  been  somewhat  elucidated  by  the  comparison  of  a  gold 
dollar  and  the  campaign  sixteen-to-one  dollar.  The  History 
Teachers'  Magazine  has  from  time  to  time  given  other  examples. 
The  use  of  illustrative  material  to  arouse  the  interest  of  the  stu- 
dent in  the  study  of  history,  to  make  clear  some  otherwise  ab- 
stract fact,  and  to  make  real  the  spirit  of  past  ages  offers  a  wide 
field  for  the  exercise  of  individual  ingenuity  by  the  teacher.  No 
teacher  can  use  all  the  devices  already  invented,  and  there  re- 
main a  great  many  points  yet  to  be  illustrated,  leaving  ample 
opportunity  for  the  teacher's  individual  ability. 

HISTORICAL  FICTION 

The  Value  of  Historical  Fiction. — The  use  of  historical  fiction 
is   of  unquestionable  value.      It   requires  no  sage  to   recognize 


18  Bulletin  of  the  University  of  Texas 

that  fiction  is  not  history,  even  though  it  uses  materials  of  his- 
tory. Imagination  is  a  wonderful  and  valuable  element  in  his- 
tory, as  well  as  in  other  fields,  but  the  historical  imagination  is 
strictly  limited  by  fact,  and  its  chief  function  consists  in  taking 
given  facts,  reconstructing  probable  intermediate  facts,  and  on 
this  basis  working  out  the  true  explanation  of  an  event,  a  move- 
ment, or  a  period.  The  genius  among  historians  is  the  one  who 
can  on  the  basis  of  a  few  established  facts  work  out  the  true  in- 
terpretation of  an  historical  movement.  Such  interpretation, 
however,  must  stand  the  test  of  every  additional  fact  discovered 
by  later  workers.  The  literary  imagination  of  the  fiction  writer, 
on  the  other  hand,  may  begin  like  that  of  the  historian,  with  a 
few  established  facts ;  but  on  the  basis  of  these  it  is  not  restrained 
from  constructing  any  creation  which  the  fancy  may  dictate, 
and  the  criterion  by  which  the  work  is  judged  is  whether  it  is 
artfully,  deceivingly  done.  There  are  a  few  good  historical 
novels  scattered  over  the  four  fields  of  history  which  seem  to 
have  caught  the  spirit  of  the  times  as  the  historian  knows  it,  and 
without  distorting  actual  historical  characters  to  have  woven  out 
of  it  interesting  accounts.  These  may  well  be  used  to  stimulate 
interest  in  the  students,  but  since  there  is  so  much  of  the  unusual 
in  real  life,  and  since  historians  today  are  writing  accurate  ac- 
counts in  an  interesting  way,  it  is  doubtful  whether  even  these 
few  need  to  be  resorted  to. 

THE  LIBRARY   PROBLEM 

The  Importance  of  the  Library. — The  time  when  teachers  felt 
and  conveyed  to  their  classes  the  comfortable  assurance  that 
the  text-book  was  the  embodiment  of  all  historical  knowledge 
and  that  perfection  in  the  study  of  history  could  be  attained  by 
memorizing  the  words  of  the  book  has  happily  passed.  The  facts 
of  history,  even  those  which  are  important,  are  too  numerous  to 
permit  of  such  convenient  compression.  The  books  which  deal 
with  the  past  life  of  man  are  numerous  enough  to  stock  whole 
libraries.  It  becomes,  therefore,  a  problem  of  training  the  stu- 
dent to  use  such  books  to  advantage.  The  practical  character 
of  secondary  education  demands  an  elementary  training  in  this 
problem  in  the  high  school. 

Utilization  of  the  Public  Library. — Where  the  community  is  al- 


History  and  Civics  in  the  High  School  19 

ready  supplied  with,  a  public  library  the  problem  is  not  difficult. 
The  teacher  can  co-operate  with  the  librarian,  suggesting  new 
and  excellent  books  which  the  library  ought  to  have,  selecting, 
from  the  present  stock-books  which  the  student  ought  to  read,, 
and  assisting  generally  in  getting  the  books  and  the  students  to- 
gether. The  librarian  can  be  of  great  assistance,  too,  in  suggest- 
ing to  students  what  books  they  can  read  to  good  advantage. 
This  is  an  opportunity  which  arises  constantly  in  the  work  of  the 
librarian. 

Where  There  Is  No  Library. — In  many  of  our  communities, 
however,  the  school  is  not  so  fortunate.  Often  not  even  ten  books 
are  available  for  reference  purposes,  and  this  imposes  a  more 
serious  task  upon  the  teacher — that  of  collecting  a  library.  In 
this  undertaking  the  teacher  can  benefit  from  the  experience  of 
others  who  have  met  the  same  difficulties.  Of  course,  the  first  es- 
sential is  to  make  the  community  aware  of  the  need  of  books. 
This  may  be  rather  slow  work,  but  it  can  be  hastened  by  activity 
on  the  part  of  both  teacher  and  students.  Local  patriotic  socie- 
ties are  usually  willing  to  apply  some  funds  to  the  purchase  of 
historical  material.  Such  materials  could  be  made  available  for 
the  use  of  the  students.  In  the  same  way  local  self -culture  clubs, 
church  organizations,  and  even  private  libraries  might  be  levied 
upon.  For  the  course  in  civics  an  immense  amount  of  literature 
can  be  obtained  at  practically  no  cost.  The  local  congressman 
would  usually  be  willing  to  get  all  national  publications 
which  might  be  of  service.  The  secretary  of  state  at  Austin  will 
send  on  request  the  available  state  publications,  while  the  govern- 
mental publications  of  county  and  city  may  be  procured  with 
even  less  trouble.  Determined  teachers  sometimes  conduct 
bazaars,  the  proceeds  of  which  are  applied  to  the  purchase  of 
historical  material.  A  share  of  the  proceeds  of  school  entertain- 
ments might  often  be  secured  for  the  same  purpose.  Other  ex- 
pedients will  occur  to  the  teacher  who  is  in  earnest.  The  inter- 
est of  the  class  can  be  enthusiastically  enlisted  in  building  up 
its  own  library— an  achievement  which  will  benefit  everybody 
concerned,  the  community  not  the  least. 

WJiat  Books  to  Buy. — -When  the  teacher  has  secured  funds  for 
this  purpose,  the  question  usually  arises  of  how  to  use  them  most 
effectively.  At  the  end  of  this  bulletin  there  is  a  small  list  of 


20  Bulletin  of  the  University  of  Texas 

books  which  can  be  purchased  with  a  comparatively  small  outlay 
of  money.  Larger  selected  lists  may  be  found  in  some  of  the 
syllabi  and  books  on  the  teaching  of  history.  A  good,  critical 
list  of  books  will  be  found  in  Andrews,  Gambrill  and  Tall,  A 
Bibliography  of  History  for  Schools  and  Libraries  (Longmans, 
Green  and  Company,  1910),  a  book  which  every  history  teacher 
ought  to  have. 

THE   SOURCE  METHOD 

The  Problem  of  Using  Sources. — There  is  perhaps  no  more 
disputed  problem  in  high  school  history  than  that  of  how  far  to 
use  the  sources.  That  there  is  a  place  for  such  material  in  sec- 
ondary work  is  almost  universally  admitted,  but  how  much  of  it 
is  to  be  used,  and  in  what  manner  it  is  to  be  employed  have  pro- 
voked almost  diametrically  opposite  opinions  from  very  excellent 
teachers.  Already  the  market  has  been  supplied  with  a  variety 
of  source-books  representing  different  views  on  the  subject,  and 
from  these  the  teacher  must  select  according  to  his  individual 
preference. 

Sources   May   Stimulate   Interest. — To  arouse    interest,  such 
books  are  of  constant  value  from  the  first  year  to  the  last,     The 
stories  in  Plutarch's  Lives  have  led  countless  boys  to  a  sympa- 
thetic study  and   appreciation   of   Greek  history.      The   stories 
woven  originally  by  Herodotus  for  audiences  at  the  Olympic 
•games  have  lured  as  many  into  the  spirit  of  ancient  times.    By  a 
skillful  use  of  such  material,  the  trained  teacher  can  inveigle 
even  the  indifferent  beginner  into  an  attitude  of  interest  suffi- 
cient to  tide  him  over  the  drearier,  though  necessary,  portions  of 
the  work.    Classical  Latin  literature  offers  many  passages  which 
can  be  wisely  used  with  the  first  year  students.     To  arouse  in- 
terest, to  make  a  remote  past  assume  a  real  existence,  are  val- 
uable services  which  source  material  may  be  made  to  perform 
in  the  first  year.    But  such  material  ought  to  be  used  mainly  in 
the  class  room,  where  the  teacher  can  supply  the  setting  and  ex- 
plain allusions.     Such  practice  may  be  followed  fruitfully  even 
to  the  last  year  by  selecting  gradually  more  pointed  and  mean- 
ingful extracts. 

Sources  May  Elucidate  the  Texts. — By  careful  selection  the 
teacher  can  make  the  sources  elucidate  passages  in  the  text 
which  would  otherwise  escape  the  understanding  of  the  student. 


History  and  Civics  in  the  High  School  21 

The  attitude  of  the  best  early  Roman  emperors  toward  Christian- 
ity is  made  much  clearer  by  the  correspondence  between  Pliny 
and  Trajan.  Throughout  medieval  history  the  gradual  develop- 
ment of  knowledge  and  ideas  can  be  made  clearer  from  selected 
sources  in  a  way  which  a  text-book  can  scarcely  accomplish.  Em- 
hard's  account  of  life  at  Charlemagne's  court,  the  account  of  an 
actual  ordeal,  the  Abbot  Martin's  recital  of  the  sack  of  Constanti- 
nople in  1204,  a  contemporary  description  of  Luther  at  the  Diet 
of  Worms,  Arthur  Young's  description  of  peasant  life  in  France 
before  the  Revolution,  Bismarck's  account  of  the  Ems  telegram, 
extracts  from  Bede,  the  letters  of  Washington,  and  many  other 
selections  given  in  source-books  on  medieval,  modern,  English 
and  American  history,  clarify  and  fix  firmly  in  the  mind  of  the 
student  facts  which  he  might  otherwise  fail  to  grasp. 

Sources  May  Train  the  Critical  Faculty. — The  use  of  the 
sources  to  train  the  critical  ability  of  the  student  is  a  much  more 
delicate  and  difficult  problem.  Its  efficacy  depends  to  a  great 
extent  upon  the  teacher's  knowledge  of  sources  and  his  skill  in 
making  the  various  critical  elements  apparent.  Professor  Fling 
believes  that  rather  advanced  work  can  be  done  by  the  student, 
and  laments  the  unpreparedness  of  a  majority  of  the  teachers  to 
supply  them  with  the  training.  Certainly  something  can  be 
done.  The  student  ought  to  know  that  history  is  not  the  crea- 
tion of  a  literary  imagination,  but,  to  the  contrary,  the  true  ac- 
count of  observed  and  exact  fact,  and  that  the  historian's  great- 
est problem  is  to  find  out  the  exact  facts  before  he  can  deter- 
mine their  real  relationship.  He  ought  to  have  some  apprecia- 
tion of  the  nature  of  the  historian's  material  and  of  how  the 
historian  must  proceed ;  for  the  same  sort  of  work  is  demanded 
of  the  student  only  too  soon  after  he  leaves  school. 

Method  of  Using  Sources  in  the  First  Year. — In  the  first  year 
as  sources  are  used  in  the  class  room  for  illustrative  purposes, 
the  instructor  ought  to  explain  who  the  author  is,  where  and 
when  he  wrote,  how  he  got  his  knowledge — wrhether  by  actual  ob- 
servation, from  oral  tradition,  or  from  other  written  accounts 
now  lost.  If  possible  a  few  elementary  facts  about  the  author's 
fitness  for  his  task  and  his  purpose  in  writing  his  work  might  be 
mentioned.  This,  of  course,  must  come  from  the  teacher,  and 
must  be  clearly  told.  The  utmost  that  may  be  expected  of  the 


22  Bulletin  of  the  University  of  Texas 

student  is  for  him  to  recall  in  review  some  of  the  teacher's  state- 
ments, with  their  application. 

Method  in  the  Second  Year. — In  the  second  year  the  teacher 
may  go  so  far  as  to  assign  simple  topics  which  involve  the  use 
of  sources.  A  splendid  opportunity  comes  in  the  consideration 
of  Charlemagne  where  the  student  may  be  given  an  abstract 
from  one  of  the  romances  of  the  twelfth  and  thirteenth  cen- 
turies, selections  from  Einhard,  an  account  from  a  modern  sec- 
ondary work,  and  required  to  construct  his  own  narrative.  The 
value  of  the  first  hand  observation  over  oral  tradition  will  at 
once  be  apparent.  Another  opportunity  comes  with  the  Chil- 
dren's Crusade,  whose  authentic  sources-  are  brief  and  various. 
All  such  topics,  however,  ought  to  be  carefuly  considered  in  the 
classroom,  and  the  teacher  ought  to  supply  the  necessary  infor- 
mation about  the  writers  not  available  to  the  students. 

Method  in  the  Third  Year. — In  the  third  year  the  use  of 
sources  for  topic  work  can  be  extended  and  here  other  critical 
elements  beside  time  and  place  could  be  introduced.  A  compari- 
son of  a  French  and  an  English  account  of  the  work  of  Richard 
the  Lion-hearted  might  be  very  instructive  in  illustrating  na- 
tional bias.  Even  better  would  be  a  comparison  of  the  Spanish 
and  the  English  attitude  toward  Drake,  Frobisher  and  Raleigh. 
The  various  accounts  of  Henry  VIII 's  destruction  of  monas- 
teries offer  a  good  opportunity  for  the  display  of  religious  bias, 
while  the  different  English  conceptions  of  Napoleon  bring  out 
very  well  party  prejudice.  Topics  of  this  kind  are  valuable 
enough  to  warrant  the  use,  occasionally,  of  a  whole  hour  period. 
The  earlier  lessons  of  time  and  place  of  authorship  can  be  re- 
inforced by  applying  those  tests  here  as  usual,  and  in  addition 
the  new  factors  entering  into  the  value  of  statements  can  be 
fixed  by  modern  comparisons.  In  this  respect  the  American  stu- 
dent has  a  great  advantage,  for  he  comes  into  daily  contact  with 
almost  all  types  of  historical  bias,  racial,  national,  political,  re- 
ligious, sectional,  family  and  personal.  These  the  skillful  teacher 
can  make  good  use  of  for  illustrative  purposes. 

In  the  Fourth  Year. — Toward  the  end  of  the  third  and  begin- 
ning of  the  fourth  year  source  topics  might  be  assigned  to  bring- 
out  family,  party,  sectional  and  even  glaring  examples  of  per- 
sonal and  idea  prejudices.  Here  more  complicated  source  ma- 


History  and  Civics  in  the  High  School  23 

terials  may  be  used,  such  as  newspapers  and  legal  documents. 
In  a  senior  topic  the  student  ought  to  be  able  to  apply  all  the 
rules  of  criticism  which  he  has  acquired  and  gain  personal  ex- 
perience with  more  subtle  tests. 

Difficulties  in  Using  Sources. — Obviously  the  use  of  source  ma- 
terial as  a  basis  for  training  in  historical  criticsm  has.  some  very 
decided  handicaps.  Students  of  from  eleven  to  seventeen  years 
of  age  are  scarcely  mature  enough  to  sense  subtle  distinctions  of 
bias  on  the  part  of  the  author  or  to  weigh  a  great  many  factors 
that  demand  judicious  thought;. to  spend  as  much  as  two  hours  a 
week  throughout  the  four  years  of  history  w^ork  might  very  well 
be  considered  poor  pedagogical  economy.  During  the  first  two 
years  at  least  the  training  in  criticism  ought  to  be  incidental  to 
the  class-room  work.  But  at  all  times  the  student  ought  to  be 
made  to  feel  that  this  is  an  essential  part  of  his  history  work, 
not  a  formal  exercise  apart  from  the  regular  task.  Perhaps  the 
most  serious  handicap  lies  in  the  fact  that  many  teachers  know 
too  little  of  the  sources  for  the  various  fields  of  history  to  select 
material  wisely.  Such  teachers  should  make  every  effort  to 
remedy  this  deficiency. 

Source  Books. — A  more  extensive  discussion  of  the  source 
method  will  be  found  in  Historical  Sources  in  the  Schools  (Mac- 
millan,  1902,  $.50),  a  report  made  by  a  committee  of  the  New 
England  History  Teachers'  Association.  Useful  collections  of 
sources  will  be  found  in  the  following:  F.  M.  Fling,  A  Source 
Book  of  Greek  History  (Heath,  1907,  $1.00)  ;  D.  C.  Munro,  A 
Source  Book  of  Roman  History  (Heath,  1904,  $1.00)  ;  Botsford, 
G.  W.  and  L.  S.,  A  Source  Book  of  Ancient  History  (Macmillan)  -, 
Davis,  W.  S.,  Readings  in  Ancient  History,  Vol.  I,  Greece.  Vol. 
II,  Rome  (Allyn  and  Bacon)  ;  F.  A.  Ogg,  A  Source  Book  of 
Medieval  History  (American  Book  Company,  1908,  $1.50)  ; 
Translations  and  Reprints  from  Original  Sources.  1  vols.,  Uni- 
versity of  Pennsylvania ;  J.  H.  Robinson,  Readings  in  European 
History  (Ginn,  1906,  $1.50)  ;  Robinson  and  Beard,  Readings  in 
Modern  European  History  (Ginn,  1909,  2  vols.  $3.00)  ; 
E.  K.  Kendall,  Source  Book  of  English  History  (Macmillan, 
1900,  $.80)  ;  C.  W.  Colby,  Selections  from  the  Sources  of  English 
History  (Longmans,  1899,  $1.50)  ;  E.  P.  Cheyney,  Readings  in 
English  History  (Ginn,  1908,  $1.65)  ;  A.  B.  Hart,  Source-Book 


24  Bulletin  of  the  University  of  Texas 

of  American  History  (Macmillan,  1908,  $.60)  ;  Old  South  Leaf- 
lets (Old  South  Meeting  House,  Boston).  About  200  numbers 
already  issued,  5  cents  per  copy,  $4.00  per  100  copies,  bound. 
American  History  Leaflets  (Sorrell  and  Company,  New  York)  ; 
over  36  numbers  at  10  cents  per  copy.  Duncalf  and  Krey, 
Parellel  Source  Problems  in  Medieval  History  (Harper  &  Bros.), 
$1.10.  For  local  history  there  is,  of  course,  almost  an  unlimited 
amount  of  source  material  from  which  the  teacher  may  make 
wise  selections  for  use  with  the  students. 

THE  TOPIC 

TJie  Importance  of  Topical  Study. — The  synthetic  process  is  a 
no  less  essential,  though  more  difficult,  part  of  history  training. 
This  requires  the  exercise  of  personal  and  independent  judg- 
ment on  the  part  of  the  student,  and  therefore  taxes  the  skill  of 
the  trained  teacher  to  lead  the  student  gradually  from  simple 
problems  involving  few  factors  to  the  more  complex  situations 
with  their  numerous,  often  intangible,  elements.  To  inculcate 
in  the  student  the  habit  of  applying  careful  reasoning  to  the 
affairs  of  ordinary  life  so  as  to  arrive  at  conclusions  based  upon 
honest  conviction  and  thorough  consideration  is  one  of  the  most 
important  tasks  before  the  history  teacher.  In  this  endeavor  the 
topic  is  perhaps  the  most  effective  agent. 

Use  of  the  Topic  in  the  First  Year. — Here  the  teacher  has  to 
consider  the  immature  age  of  his  pupil  as  well  as,  too  often,  a 
lack  of  the  best  reference  books  for  this  work.  However,  by 
carefully  using  what  materials  he  has  at  hand,  he  may  accomplish 
worthy  results  even  here.  In  the  first  year  the  teacher  can  begin 
by  making  simple  assignments  to  single  books.  Such  assignments 
ought  to  be  primarily  interesting  or  of  use  to  the  student  in  his 
other  work — for  example,  an  Olympic  meet,  the  battle  of  Mara- 
thon, a  Roman  legion,  or  one  of  Caesar's  campaigns.  The  refer- 
ence ought  to  be  very  definite,  in  order  to  avoid  unnecessary 
trouble  for  the  student  at  first.  The  reports  on  these  topics 
might  best  be  oral,  with  an  outline  on  the  board  and  with  both 
teacher  and  pupils  on  the  alert  to  ask  questions  and  make  correc- 
tions. Later  in  the  year  the  reports  might  be  written  and  the 
better  ones  read  in  class.  Thus  the  student  ought  to  realize,  by 


History  and  Civics  in  the  High  School  25 

the  end  of  the  first  year,  that  both  additional  and  interesting 
material  can  be  obtained  outside  of  the  text. 

Use  of  the  Topic  in  the  Second  Year. — In  the  second  year  the 
teacher  can  safely  proceed  from  the  mere  digest  of  a  single  refer- 
ence to  the  combination  of  several  accounts  on  a  given  subject. 
The  element  of  interest  or  necessary  additional  information  which 
they  contain  ought  still  to  be  the  guiding  motive  in  the  selection 
of  topics ;  and  the  assignments  ought  to  be  very  definite,  stating 
the  work,  volume  and  inclusive  pages.  Gradually  the  assign- 
ments could  be  widened  to  include  not  only  a  single  incident,  but 
a  series  of  connected  incidents  involving  judgment  in  selection 
and  arrangement;  for  example,  the  life  of  some  minor 
character  mentioned  in  the  text-books.  By  the  end  of  the  year 
some  simple  criticism  of  authorities  might  even  be  essayed.  But 
every  new  step  in  this  work  ought  to  be  inaugurated  by  an  oral 
example.  A  good  topic  might  be  read,  and  the  pupils,  under 
guidance  of  the  teacher,  might  analyze  it,  the  teacher  pointing 
out  clearly  the  new  points  involved.  Differences  between  older 
reference  books  and  modern  text-books  can  be  placed  before  the 
student  in  such  a  way  as  to  cause  him  to  appreciate  the  advantage 
which  more  recent  information  gives  the  text-book.  The  in- 
structor might  even  go  so  far  as  to  have  his  students  recognize 
the  difference  between  a  popular  and  an  authoritative  account 
and  further  to  recognize  national  prejudices  in  the  attitude  of 
authors. 

Use  of  the  Topic  in  the  Third  Year. — The  work  can  be  con- 
tinued in  the  third  year  in  dealing  with  English  history.  Here 
more  serious  bibliographical  work  can  be  assigned.  A  shelf 
should  be  set  aside  for  the  reference  works  dealing  with  the 
subject.  The  student  ought  gradually  to  be  weaned  from  definite 
assignments,  until  he  is  able  to  take  a  title  and  hunt  it  down  in 
the  books  on  the  shelf.  He  ought  to  be  taught  to  note  care- 
fully the  author's  name,  the  title,  volume,  and  page,  as  well  as 
the  place  and  date  of  publication  of  every  book  he  uses.  By  this 
time,  too,  he  ought  to  become  keenly  aware  of  the  differences 
between  secondary  and  source  material,  and  between  recent  and 
older  books. 

Use  of  the  Topic  in  the  Fourth  Year. — As  the  student  pro- 
ceeds into  his  senior  year,  he  ought  to  be  able  to  work  out  a 


26  Bulletin  of  the  University  of  Texas 

fairly  adequate  account  of  a  battle,  a  description  of  an  insti- 
tution, an  ordinary  account  of  a  war  with  its  causes,  events  and 
results,  or  an  elementary  description  of  the  social  life  of  a 
period.  On  the  critical  side  he  ought  to  be  on  the  alert  for  the 
more  flagrant  cases  of  racial,  national,  religious,  sectional,  fam- 
ily or  personal  bias  on  the  part  of  the  author.  And  he  ought 
to  recognize  the  work  of  a  scholar  in  his  field  as  more  authori- 
tative than  the  writings  of  a  dilettante.  With  all  of  this  should 
go  a  certain  amount  of  sympathetic  insight,  a  spirit  of  under- 
standing, tolerance,  a  willingness  to  discount  only  where  there 
are  good  reasons  for  discounting  an  author's  estimate  of  a  per- 
son or  an  event. 

An  Example  of  Wh&t  Is  Being  Done. — In  the  last  year,  es- 
pecially the  latter  part,  the  student  ought  to  do  a  rather  serious 
task  in  topical  work  either  in  contemporary  civics  or  local  his- 
tory. This  topic  ought  to  be  of  such  a  nature  as  to  call  into 
play  all  the  training  which  he  has  obtained  up  to  that  time  as 
well  as  to  acquaint  him  with  new  problems  and  new  materials 
in  the  solution  of  an  historical  account.  Perhaps  this  can  be 
best  explained  by  what  is  actually  being  done  in  one,  at  least, 
of  our  own  high  schools.  In  this  school,  in  a  course  on  local 
history  which  may  be  elected  by  the  students  in  the  last  term 
of  the  senior  year,  each  member  of  the  class  has  assigned  to 
him  a  specific  topic  on  local  history.  The  subjects  are  of  such 
a  nature  as  to  permit  completion  within  the  allotted  time;  for 
example,  the  history  of  a  local  church  or  school,  some  local  in- 
dustry, the  founding  of  a  town  in  the  county,  the  life  of  one 
of  the  early  settlers,  the  history  of  some  local  legend,  and  similar 
topics.  Upon  these  topics  the  students  begin  work  under  the 
guidance  of  the  teacher.  Possible  sources  of  information  arc- 
suggested.  The  local  authorities  lend  their  heartiest  co-opera- 
tion. Newspaper  files  for  yeai-s  back  are  thrown  open  to  the 
students,  county  records  are  disclosed.  The  oldest  living  inhabi- 
tants gladly  grant  interviews,  sites  are  examined,  former  loca- 
tions pointed  out.  If  necessary,  letters  are  written  to  former 
citizens.  In  this  way  the  material  is  collected.  The  student 
then  proceeds,  on  the  basis  of  his  training,  to  organize  his  ma- 
terial, to  make  his  judgments  on  differences  and  questionable 
facts.  At  all  times  he  is  free  to  consult  his  teacher  or  other 


History  and  Civics  in  the  High  School  27 

mature  person,  but  the  resulting  composition  is  distinctly  Ids. 
He  receives  due  credit  in  his  history  course,  and  then  the  theme 
is  looked  over  by  the  English  instructor  and  receives  credit  in 
that  department.  As  an  added  incentive,  all  compositions  are 
triplicated.  One  copy  remains  in  the  school,  one  is  given  to 
the  local  library,  and  one  is  kept  by  the  student.  The  greatest 
value  of  such  work  lies,  of  course,  in  the  training  which  it  gives 
the  individual  student,  but  in  this  particular  school  these  ama- 
teurish researches  have  resulted  in  very  valuable  findings  for 
the  community. 

CIVICS 

The  importance  of  the  study  of  civics  needs  no  emphasis. 
The  teacher's  great  problem  is  where  to  teach  it,  whether  before 
American  history,  or  after  it,  or  partly  in  connection  with  it 
and  partly  after  it.  There  may  be  other  alternatives,  but  at 
present  there  is  neither  a  unanimous  nor  an  authoritative  opin- 
ion on  this  question.  In  general,  it  will  perhaps  best  follow 
American  history,  but  each  individual  teacher  must  canvass  the 
situation  for  himself  and  decide  accordingly.  In  that  way  both 
teacher  and  students  will  gain  the  best  results. 

The  studedLof  civics  ought  to  give  the  student  a  clear  idea  of 
the  fundam/Atal  framework  of  our  government.  In  his  history 
he  will  learrrhow  this  developed;  in  his  civics  he  ought  to  gain 
a  fuller  description  of  the  contemporary  machinery  of  govern- 
ment. He  ought  to  become  acquainted  with  the  ideals  of  his- 
country,  and  likewise  learn  something  about  present-day  prob- 
lems. The  course  should  not  be  a  mere  dry  enumeration  of 
laws  and  institutions.  A  distinct  effort  should  be  made  to  show 
the  students  just  how  the  different  parts  of  our  national,  state, 
and  local  governmental  systems  operate.  This  can  be  done  by 
holding  a  mock  congress,  legislature,  and  county  or  town  meet- 
ing. An  occasional  talk  by  some  public  official,  and  a  visit  to 
an  official  meeting  of  local  authorities  will  prove  very  stimulat- 
ing. In  this  way  the  student  will  gain  the  feeling  that  he,  him- 
self, is  to  take  a  part  in  moving  this  machinery  of  government, 
that  the  responsibility  for  its  success  depends  in  part  upon  him- 
self. 

For  additional  information  to  supplement  the  text,  the  various 
public  documents  of  national,  state,  and  often  local  governments 


Bulletin  of  the  University  of  Texas 

are  available  free  of  cost.  The  social  side  of  the  subject  can 
be  supplemented  by  a  use  of  the  periodical  literature,  as  well  as 
by  recent  works,  a  partial  list  of  which  is  appended. 

SELECT    LISTS    FOR    SCHOOL    LIBRARIES 

The  prices  given  below  are  list  prices.  Schools  can  usually 
obtain  a  discount  of  from  ten  to  twenty  per  cent  from  list  prices. 
It  is  sometimes  convenient  for  a  school  to  order  all  of  its  books 
from  the  same  firm.  A.  C.  McClure  and  Company  of  Chicago, 
and  G.  E.  Stechert  and  Company  of  New  York  make  a  specialty 
of  such  orders.  The  books  listed  below,  and  almost  all  others 
that  are  still  in  print,  can  be  supplied  by  them  promptly  and  at 
a  discount  on  publishers'  prices.  The  thirty-five  and  fifty  dollar 
lists  are  indicated  in  the  hundred  dollar  lists  by  means  of  the 
letters  (a)  and  (b)  respectively. 

ANCIENT  HISTORY. 

A  Five-Dollar  List  of  Material. 

American  Historical  Association:     Report  of  the  Committee  of 

Five  on  History  in  Secondary  Schools.     McKinley,  Phila- 
delphia.    30c. 
American  Historical  Association:     Report  of  the  Committee  of 

Seven  on  History  in  Secondary  Schools.     Macmillan,  New 

York.     50c. 
Atlas  of  Ancient  and  Classical  Geography.     Everyman.     Dut- 

ton,  New  York.     35c. 
Fling,  F.  M. :     An  Outline  of  Historical  Method.     Ainsworth, 

Chicago.     75c. 
History    Teachers'   Magazine.     McKinley,    Philadelphia.     (One 

year's  subscription)     $1. 
New  England  History  Teachers'  Association:     A  Catalogue  of 

the  Collection  of  Historical  Material  at  Simmons  College. 

Houghton  Mifflin,  Boston.     50c. 
New  England  History  Teachers'  Association:     An  Outline  for 

Ancient  History.     Heath,  Boston.     15c. 
New     England     History     Teachers'     Association:       Historical 

Sources  in  Schools.     Macmillan,  New  York.     50c. 


History  and  Civics  in  the  High  School  29 

"Westerman,  W.  L. :  The  Story  of  the  Ancient  Nations.  Apple- 
ton,  New  York.  $1.50. 

A  Small  Library,  Costing  About  Ten  Dollars. 

American  Historical  Association :  Report  of  the  Committee  of 
Five  on  History  in  Secondary  Schools.  McKinley.  Phila- 
delphia. 30c. 

American  Historical  Association:  Report  of  the  Committee  of 
Seven  on  History  in  Secondary  Schools.  Macmillan,  New 
York.  50e. 

Bourne,  H.  E. :  The  Teaching  of  History  and  Civics.  Long- 
man Green,  New  York.  $1.50. 

Bury,  J.  B. :  A  History  of  Greece.  Macmillan,  New  York. 
$1.90. 

Fling,  F.  M. :  A  Source  Book  of  Greek  History.  Heath,  Bos- 
ton. $1. 

History  Teachers'  Magazine.  McKinley,  Philadelphia.  (One 
year's  subscription)  $1. 

Munro,  D.  C. :  A  Source  Book  of  Roman  History.  Heath, 
Boston.  $1. 

New  England  History  Teachers'  Association:  A  Catalogue  of 
the  Collection  of  Historical  Material  at  Simmons  College. 
Houghton  Mifflin,  Boston.  50c. 

New  England  History  Teachers'  Association:  An  Outline  for 
Ancient  History.  Heath,  Boston.  15c. 

New  England  History  Teachers'  Association:  Historical 
Sources  in  Schools.  Macmillan,  New  York.  50c. 

Pelham,  H.  F. :  Outlines  of  Roman  History.  Putnam,  New 
York.  $1.75. 

Shepherd,  W.  R. :  Atlas  of  Ancient  History.  Holt,  New  York. 
90c, 

Libraries   Costing  Approximately   Twenty-five,  Fifty  and  One 
Hundred  Dollars. 

(b)  Adams,  C.  K. :  Manual  of  Historical  Literature.  Harper, 
New  York.  $2.50. 

(ab)  Allen,  J.  W. :  The  Place  of  History  in  Education.  Black- 
wood  and  Sons,  London.  5s. 

<ab) American  Historical  Association:     Report  of  the  Commit- 


Bulletin  of  the  University  of  Texas 

tee  of  Five  on  History  in  Secondary  Schools.     McKinley, 

Philadelphia.     30c. 

(ab) American  Historical  Association:     Report  of  the  Commit- 
tee of  Seven  on  History  in  Secondary  Schools.     Macmillan, 

New  York.     50c. 
(ab) Andrews,  Gambrill  and  Tall:     A  Bibliography  of  History 

for  Schools.     Longmans  Green,  New  York.     60c. 
Appian:      Roman   History.      Translation   by  H.   White.      Loeb 

Classical  Library.     Vols.  3  and  4.     $3. 
(ab)Baker,   E.   A.:     History   in   Fiction.     Dutton,   New   York. 

$1.50. 

(b) Barnes,  M.  S. :     Studies  in  Historical  Method.     Heath,  Bos- 
ton.    90c. 

(b)Bernheim,   E. :     Lehrbuch   der  Historischen  Methode.     Mc- 
Kinley, Philadelphia.     $5.35. 
(b) Berry,  A.   J. :     History  and  Geography.     Blackie,  London. 

Is  6d  net. 
Botsford,  G.  W.  and  L.  S. :    A  Source  Book  of  Ancient  History. 

Macmillan,  New  York.     $1.30. 
Botsford,   G.   W   and   L.    S. :     Story   of   Rome   as   Greeks   and 

Romans  Tell  It.     Macmillan,  New  York.     90c. 
(ab)Bourne,    H.    E. :      The   Teaching    of    History    and    Civics. 

Longmans  Green,  New  York.     $1.50. 
Breasted,  J.  H. :    A  History  of  the  Ancient  Egyptians.     Scrib- 

ner,  New  York.     $1.25. 
(ab)Bury,  J.  B. :    A  History  of  Greece.    Macmillan,  New  York. 

$1.90. 
(ab) Carpenter,  A.  H. :    College  Entrance  Examinations.    Greece 

and   Rome.     By   Author,    College   School,   Kenilworth,   111. 

80c. 
Cornill,  C.  H. :     History  of  the  People  of  Israel.     Open  Court 

Pub.  Co.,  Chicago.     $1.50. 
Cunningham,  W. :      Western  Civilization.      Vol.  1.     Macmillan, 

New  York.     $1.25. 
Davis,  W.  S. :     Readings  in  Ancient  History.     Vol.   1,  Greece 

and  the  East.    Vol.  2,  Rome.    Allyn  and  Bacon,  Boston.    $1 

each. 
Dio,  Cocceianus :    Roman  History.    Loeb  Classical  Library.    Vol. 

1.     Macmillan,  New  York.     $1.50. 


History  and  Civics  in  the  High  School  31 

Droysen,  J.  G. :     Outlines  of  the  Principles  of  History.     Trans- 
lated by  E.  B.  Andrews.    Ginn,  Boston.    $1. 

(b)Einhard:     Life  of  Charlemagne.     American  Book  Co.,  New 
York.     30c. 

Emerton,  E. :     Introduction  of  the  Study  of  the  Middle  Ages. 
Ginn,  Boston.     $1.12. 

Fairbanks,  A. :    Mythology  of  Greece  and  Rome.    Appleton,  New 
York.     $1.50. 

Fisher,  G.  P. :     The  Beginning  of  Christianity.     Scribner,  New 

(ab)  Fling,   F.   M. :     An  Outline  of   Historical  Method.     Ains- 
worth,  Chicago.     75c. 
York.     $2.50. 

(ab)Fling,  F.  M. :     A  Source  Book  of  Greek  History.     Heath, 
Boston.     $1. 

Fowler,  H.  N. :     History  of  Ancient  Greek  Literature.     Apple- 
to,  New  York.     $1.40. 

Fowler,  H.  N. :     History  of  Roman  Literature.    Appleton,  New 
York.     $1.40. 

Fowler,  W.  W. :    Rome.    Home  University  Library.    Holt,  New 
York.     50c. 

Freeman,  E.  A.:     Historical  Essays.     3  vols.     Macmillan,  Lon- 
don, $6. 

(b)George,  H.  B. :     Historical  Evidence.     Clarendon  Press,  Ox- 
ford.    75c. 

(b)  George,  H.  B. :    Relations  of  Geography  and  History.     Clar- 
endon Press,  Oxford.     $1.10. 

Gibbon,  E. :     Decline  and  Fall  of  the  Roman  Empire.     Every- 
man.    6  vols.    Dutton,  New  York.     35c  each. 

Goodspeed,  G.  S. :     History  of  the  Babylonians  and  Assyrians. 
Scribner,  New  York.     $1.25. 

Greenidge,   A.   H.  J. :     A.   Handbook  of   Greek    Constitutional 
History.     Handbook  Series.     Macmillan,  New  York.     $1.25. 

Greenidge,  A.  H.  J.  and  A.  M.  Clay:     Sources  for  Roman  His- 
tory, 133-70  B.   C.     Clarendon  Press,  Oxford.     $1.90. 

Grote,  G. :     History  of  Greece.     Everyman.     12  vols.     Dutton, 
New  York.     35c  each. 

Hall,   G.   S.:     Methods   of   Teaching   History.     Heath,   Boston. 
$1.50. 

Harrison,  F. :     The  Meaning  of  History  and  Other  Historical 
Pieces.     Macmillan,  London.     8s  6d. 


32  Bulletin  of  the  University  of  Texas 

(b)Hartwell,    E.    C.:      The    Teaching    of   History.     Hougliton 

Mifflin,  Boston.     35c. 

(b)Heitland,  W.  M.  E. :     A  Short  History  of  the  Roman  Re- 
public.   Putnam,  New  York.     $2. 
(b) Herodotus:     Translated  by   G.  Rawlinson.     Everyman.     2 

vols.     Dutton,  New  York.     35c  each, 
(ab)  History     Teachers'     Magazine.       McKinley,     Philadelphia. 

(One  year's  subscription)  $1. 
Homer:     The  Iliad.     Translated  by  Lord  Derby.     Everyman. 

Dutton,  New  York.    35c. 

Homer :    The  Odyssey.    Translated  by  William  Cowper.    Every- 
man.   Dutton,  New  York.     35c. 
(b)How,  W.  "W.   and  H.  D.   Leigh:     History  of  Rome  to  the 

Death  of  Caesar.     Longmans,  New  York.     $2. 
(ab)Jager,  0.:     The  Teaching  of  History.     Translated  by  H. 

J.  Chaytor.     McKinley,  Philadelphia.     $1.52. 
(ab) Keating,    W.   M. :      Studies   in   the   Teaching   of    History. 

Black,  London.     $1.60. 
Kingsley,  M.  E.:     Outline  Studies  in  Roman  History.     Palmer, 

Boston.     35c. 
(ab)Langlois,  C.  V.  and  Seignobos:    Introduction  to  the  Study 

of  History.     Translated  by  G.  G.  Berry.     Preface  by  F. 

York   Powell.     McKinley,   Philadelphia.     $1.85. 
Lewis,  L.  B. :    Pupil's  Note  Book  and  Study  Outline  in  Oriental 

and  Greek  History.     American  Book  Co.,  New  York.     25c. 
(b)Livy:      History    of    Rome.      Newly    translated    by    Canon 

Roberts.     Everyman.     Vol.  1.     Dutton,  New  York.     35c. 
(b) Longman's  Atlas  of  Ancient  Geography.     Longmans  Green. 

New  York.     $2. 
(b)McKinley:    Illustrated  Topics  for  Ancient  History.    Edited 

by  D.   C.   Knowlton.     MeKinley,   Philadelphia.     Complete 

set  with  cover,  35c. 
(ab)McMurry,  C.  A.:     Special  Method  in  History.    Macmillan, 

New  York.     75c. 
(ab)Mommsen,   T.:     History  of  Rome.     Translated  by  W.   P. 

Dickson,  with  a  review  of  the  work  by  E.  A.   Freeman. 

Everyman.     4  vols.     Dutton,  New  York.    35c  each. 
Morey,   W.    C. :     Outline   of   Greek   History.      American    Book 

Co.,  New  York.     $1.50. 


History  and  Civics  in  the  High  School  33 

Morey,  W.  C.:     Outlines  of  Roman  History.     American  Book 

Co.,  New  York.     $1.50. 
(ab)Munro,  D.  C. :    A  Source  Book  of  Roman  History.    Heath, 

Boston.     $1. 

Myers,  P.  V.  N.     History  as  Past  Ethics.     Ginn,  Boston.    $1.50. 
National  Educational  Association :    Report  by  the  Committee  of 

Ten  on  Secondary  School  Studies.    McKinley,  Philadelphia. 

36c. 
(ab)New  England  History  Teachers'  Association.     A  Catalogue 

of  the  Collection  of  Historical  Material  at  Simmons  College. 

Houghton  Mifflin,  Boston.     50c. 
(ab)New  England  History  Teachers'  Association:     An  Outline 

for  Ancient  History.     Heath,  Boston.     15c. 
(ab)New  England   History   Teachers'  Association:     Historical 

Sources  in  Schools.     Macmillan,  New  York.     50c. 
(ab) Newton  and  Treat:     Outline  for  Review  in  Greek  History. 

American  Book  Co.,  New  York.     25c. 
(b)Oman,  C.  W.  C. :     A  History  of  Greece  from  the  Earliest 

Times  to  the  Death  of  Alexander  the  Great.     Longmans 

Green,  New  York.     $1.50. 

Oman,  C.  W.  C. :    European  History,  476-918.    Rivington,  Lon- 
don.     6s  net. 

Oman,  C.  W.  C. :     Seven  Roman  Statesmen  of  the  Later  Re- 
public.    Longmans  Green,  New  York.     $1.60. 
(ab)Pelham,  H.  F, :    Outlines  of  Roman  History.    Putnam,  New 

York.     $1.75. 
(b) Plato:     Dialogues.     Everyman.    2  vols.    Dutton,  New  York. 

35c  each. 
(b)Plato:     Republic.     Translated  by  Harry  Spens.    Everyman. 

.    Dutton,  New  York.     35c. 

(ab)Ploetz,  C. :    Epitome  of  Ancient,  Medieval  and  Modern  His- 
tory.    Houghton  Mifflin,  Boston.     $3. 
(ab)  Plutarch:     Lives.     Dry  den's  translation,  revised  by  A.  H. 

Clough.    Everyman.    3  vols.    Dutton,  New  York.    35c  each. 
Preston,  H.  F.  and  L.  P.  Dodge:    Private  Life  of  the  Romans. 

Sanborn,  Boston.     $1.05. 
(a)Rlley,  F.  L. :     Methods  of  Teaching  History  in  the' Public 

Schools.     By  the  Author,  University  of  Mississippi.     25c. 


34  Bulletin  of  the  University  of  Texas 

Robinson,  J.  H. :  Readings  in  European  History.  Vol.  1.  Ginn, 
Boston.  $1.50. 

(b)Robinson,  J.  H. :     The  New  History.     Ginn,  Boston.     $1.50. 

Robinson,  J.  H.  and  Breasted,  J.  H. :  Outline  for  European 
History.  Part  1.  Ginn,  Boston.  $1.50. 

(b)St.  Augustine:  Confessions.  Everyman.  Dutton,  New 
York.  35c. 

(ab)  Salmon,  Lucy  M. :  Some  Principles  in  the  Teaching  of 
History.  University  of  Chicago  Press,  Chicago.  50c. 

(ab)  Shepherd,  W.  R. :  Atlas  of  Ancient  History.  Holt,  New 
York.  90c. 

(b) Sophocles:  Dramas.  Translated  by  Sir  George  Young. 
Everyman.  Dutton,  New  York.  35c. 

(b) Tacitus:  Historical  Works.  Translated  by  A.  Murray. 
Everyman.  2  vols.  Dutton,  New  York.  35c  each. 

(b)Thucydides:  Peloponnesian  War.  Translated  by  R.  Craw- 
ley.  Everyman.  Dutton,  New  York.  35c. 

(b)Tozer:  Primer  of  Classical  Geography.  American  Book 
Co.,  New  York.  50c. 

Tucker,  T.  G. :  Life  in  Ancient  Athens.  Macmillan,  New  York. 
$1.25. 

(b)  Vincent,  J.  N. :    Historical  Research.    Holt,  New  York.    $2. 

(b)  Webster,  H. :    Ancient  History.    Heath,  Boston.    $1.50. 

Webster,  H. :    Readings  in  Ancient  History.    Heath,  Boston.    $1. 

West,  W.  M.:    Ancient  World.    Allyn  &  Bacon,  Boston.    $1.50. 

(ab)Westerman,  W.  L. :  Story  of  the  Ancient  Nations.  Apple- 
ton,  New  York.  $1.50. 

MEDIEVAL  AND  MODERN  HISTORY. 

A  Five-Dollar  List  of  Material. 

American  Historical  Association.  Report  of  the  Committee  of 
Five  on  History  in  Secondary  Schools.  McKinley.  Phila- 
delphia. 30c. 

American  Historical  Association.  Report  of  the  Committee  of 
Seven  on  History  in  Secondary  Schools.  Macmillan,  New 
York.  50c. 

Fling,  F.  M. :  Outline  of  Historical  Method.  Ainsworth,  Chi- 
cago 75c. 


History  and  Civics  in  the  High  School  35 

History   Teachers'   Magazine.     McKinley,  Philadelphia.      (One 

year's  subscription)  $1. 
Johnston,  W.   and  A.  K. :     The  Half  Crown  Historical  Atlas. 

Nystrom,  Chicago.     60c. 
New  England  History  Teachers'  Association:     A  Catalogue  of 

the   Collection-  of  Historical  Material  at  Simmons  College. 

Houghton  Mifflin,  Boston.     50c. 
New     England     History     Teachers'     Association:       Historical 

Sources  in  Schools.    Macmillan,  New  York.     50c. 
New  England  History  Teachers'  Association:     Outline  of  Me- 
dieval and  Modern  European  History.    Heath,  Boston.    15c. 
Robinson,  J.  H. :     History  of  Western  Europe.     Ginn,  Boston. 

$1.60. 

A  Small  Library  Costing  About  Ten  Dollars. 

American  Historical  Association.  Report  of  the  Committee  of 
Five  on  History  in  Secondary  Schools.  McKinley,  Phila- 
delphia. 30e. 

American  Historical  Association.  Report  of  the  Committee  of 
Seven  on  History  in  Secondary  Schools.  Macmillan,  New 
York.  50c. 

Bourne,  H.  E. :  The  Teaching  of  History  and  Civics.  Long- 
mans Green,  New  York.  $1.50. 

Fling,  F.  M. :  Outline  of  Historical  Method.  Ainsworth,  Chi- 
cago 75c. 

History  Teachers'  Magazine.  McKinley,  Philadelphia.  (One 
year's  subscription)  $1. 

Johnston,  W.  and  A.  K. :  The  Half  Crown  Historical  Atlas. 
Nystrom,  Chicago.  60c. 

New  England  History  Teachers'  Association:  A  Catalogue  of 
the  Collection  of  Historical  Material  at  Simmons  College. 
Houghton  Mifflin,  Boston.  50c. 

New  England  History  Teachers'  Association:  Historical 
Sources  in  Schools.  Macmillan,  New  York.  50c. 

New  England  History  Teachers'  Association:  Outline  of  Me- 
dieval and  Modern  European  History.  Heath,  Boston.  15c. 

Robinson,  J.  H. :  History  of  Western  Europe.  Ginn,  Boston. 
$1.60. 

Robinson,  J.  H. :  Reading  in  European  History.  2  vols.  Ginn, 
Boston.  $3. 


36  Bulletin  of  the  University  of  Texas 

Libraries  Costing  Approximately   Twenty -five,  Fifty  and  One 
Hundred  Dollars. 

(b)  Adams,  G.  B. :    Civilization  During  the  Middle  Ages.    Scrib- 

ner,  New  York.     $2.50. 
Adams,    G.    B. :      Growth  of   the   French   Nation.      Macmillan, 

New  York.     $1.25. 

(b)  Allen,  J.  W. :     The  Place  of  History  in  Education.     Black- 
wood,  London.     5s. 
(ab) American  Historical  Association:    Report  of  the  Committee 

of  Five  on  History  in  Secondary  Schools.    McKinley,  Phila- 
delphia.    30c. 
(ab) American  Historical  Association:    Report  of  the  Committee 

of  Seven  on  History  in  Secondary  Schools.    Macmillan,  New 

York.     50c. 
(ab) Andrews,  Gambrill  and  Tall:     A  Bibliography  of  History 

for  Schools.    Longmans  Green,  New  York.     60c. 
Archer.  Y.  L.  and  C.  L.  Kingsford:     The  Crusades.     Putnam, 

New  York.     $1.50. 
Ashley,  R.  L. :     The  Feudal  Age.     Department  of  History  and 

Economics,   Pasadena   High  School,   Pasadena,    California. 

40c. 

Bemont  and  Monod :    Medieval  Europe.    Holt,  New  York,  $1.60. 
(ab) Berry,  A.  J.     History  and  Geography.     Blackie,  London. 

Is  6d. 

(ab) Bourne,  H.  E.:    The  Teaching  of  History  and  Civics.  Long- 
mans Green,  New  York.     $1.50. 
Brown,  H.  R.  F. :     The  Venetian  Republic.     Temple  Primer. 

Macmillan,  New  York.     35c. 
(b)Bryce,    J. :      The    Holy    Roman    Empire.      Macmillan,    New 

York.     $1.50. 
Cellini,  Benvenuto:     Autobiography.     Everyman.    Dutton,  New 

York.     35c. 

Cornish,  F.  W. :    Chivalry.    Macmillan,  New  York.     $1.50. 
(b) Cunningham,  W. :    The    History    of    Western    Civilization. 

Cambridge  University  Press.     2  vols.     $2.50. 
Davis,  W.   S.,   assisted  by  N.   S.  McKendrick:     A  History  of 

Medieval  and  Modern  Europe.     Houghton  Mifflin,  Boston. 

$1.50. 


History  and  Civics  in  the  High  School  37 

Dow,   E.  W. :     Atlas  of  European  History.     Holt,  New  York. 

$1.50. 
Bunealf ,   F.   and  A.   C.   Krey :     Parallel   Source  Problems  of 

Medieval  History.     Harper,  New  York.     $1.10. 
Einhard :  Life  of  Charlmagne.     American  Book  Co.,  New  York. 

30c. 
(ab)Emerton,  E. :   Introduction  to  the  Study  of  the  Middle  Ages. 

Ginn,  Boston.     $1.12. 

(b)Emerton,   E.:     Medieval   Europe.     Ginn,   Boston.     $1.50. 
Finlay,  G. :  Byzantine  Empire.    Everyman.    Button,  New  York. 

35c. 
(b) Fisher,  G.  P.:     History  of  the  Christian  Church,     Scribner, 

New  York.     $3.50. 
(b) Fling,  F.  M. :  An  Outline  of  Historical  Method.    Ainsworth, 

Chicago.     75c. 

Fling,  F.  M.  and  L.  D. :  Source  Problems  on  the  French  Revo- 
lution. Harper,  New  York.  $1.10. 

Foster,  H.  D.  and  Fay,  S.  B. :  Syllabus  of  Continental  European 
History,  378-1900.  E.  P.  Stoers,  Hanover,  New  Hampshire. 
60c. 

Fournier,  A.:     Napoleon  the  First,     Holt,  New  York.     $2. 
Froissart,  Sir  John :     Chronicles  of  England,  France  and  Spain. 

Everyman.     Button,  New  York.     35c. 

(b) George,  H.  B.:    Relations  of  Geography  and  History.    Clar- 
endon Press,  Oxford.     $1.10. 
Getchell,  M.  S. :    The  Study  of  Medieval  History  by  the  Library 

Method.     Ginn,  Boston.     50c. 

(b) Gibbon,  E.:    Becline  and  Fall  of  the  Roman  Empire.     Ev- 
eryman.    6  vols.     Button,  New  York.     35c  each. 
Gilman,  A.     The   Saracens.     Story  of  the  Nations.     Putnam, 

New  York.     $1.50. 

Green,  J.  R, :    A  Short  History  of  the  English  People.    Amer- 
ican Book  Co.,  New  York.     $1.50. 
Gwatkin,  H.  M. :     Selections  from  Early  Writers.     Macmillan, 

London.     $1.25. 

Harding,  S.  B. :     New  Medieval  and  Modern  History.     Ameri- 
can Book  Co.,  New  York.     $1.50. 

(b)Hartwell,  E.  C. :    The  Teaching  of  History.    Houghton  Mif- 
flin,  Boston.     35c. 


38  Bulletin  of  the  University  of  Texas 

Hassall,  A.:  The  Balance  of  Power,  1715-1789.  Rivington, 
London.  6s  net. 

(b) Hayes,  C.  H.  and  L.  Schuyle-r:  Syllabus  of  Modern  History. 
Lemcke  &  Buechner,  New  York.  25c. 

(ab)Hazen,  C.  D. :    Europe  Since  1815.  •  Holt,  New  York.    $2.50. 

Henderson,  E.  F. :  Historical  Documents  of  the  Middle  Ages. 
Bohn.  Macmillan,  New  York.  $1.50. 

(b)Henderson,  E.  F. :  A  Short  History  of  Germany.  2  vols. 
in  one.  Macmillan,  New  York.  $2.50. 

(ab)  History  Teachers'  Magazine.  McKinley,  Philadelphia. 
(One  year's  subscription)  $1. 

Hume,  M.  A.  S. :  The  Spanish  People.  Great  Peoples.  Apple- 
ton,  New  York.  $1.50. 

Jager,  0.:  The  Teaching  of  History.  Translated  by  H.  J. 
Chaytor.  McKinley,  Philadelphia.  $1.52. 

Johnson,  A.  H. :  Europe  in  the  Sixteenth  Century.  Rivingtons, 
London.  6s  net. 

Keatinge,  M.  E. :  Studies  in  the  Teaching  of  History.  Black, 
London.  $1.60. 

Lane,  Poole  S.:  The  Speeches  and  Table  Talk  of  the  Prophet 
Mohammed.  Macmillan,  New  York.  $1. 

(ab)Langlois,  C.  V.  and  C.  Seignobos:  Introduction  to  the 
Study  of  History.  Translated  by  G.  G.  Berry.  Preface 
by  F.  York  Powell.  McKinley,  Philadelphia.  $1.85. 

Larson,  S.  M. :  A  Syllabus  of  European  History.  University 
of  Illionis,  Urbana,  Illinois. 

(ab)Lodge,  R. :  Close  of  the  Middle  Ages.  Periods  of  Euro- 
pean History.  Macmillan,  New  York.  $1.75. 

Machiavelli,  Niccolo :  The  Prince.  Everyman.  Dutton,  New 
York.  35c. 

Mason,  E.  French  Medieval  Romances.  Everyman.  Dutton, 
New  York.  35c. 

Mower,  A. :     The  Vikings.     Cambridge  University  Press.     40c. 

(b)McMurry,  C.  A.:  Special  Method  in  History.  Macmillan, 
New  York.  75c. 

Motley,  J.  L/:  The  Dutch  Republic.  Everyman.  3  vols.  Dut- 
ton, New  York.  35c  each. 

(b)Muir,  R. :  New  School  Atlas  of  Modern  History.  Holt,  New 
York.  $1.25. 


History  and  Civics  in  the  High  School  39 

(ab)Munro,  D.  C.;  History  of  the  Middle  Ages.  Appleton, 
New  York.  90c. 

(b)Munro,  D.  C.  and  G.  C.  Sellery:  Syllabus  of  Medieval  His- 
tory, 395-1500.  Longmans  Green,  New  York.  $1. 

National  Educational  Association :  Report  by  the  Committee  of 
Ten  on  Secondary  School  Studies.  McKinley,  Philadelphia. 
36c. 

(ab)New  England  History  Teachers'  Association:  A  Catalogue 
of  the  Collection  of  Historical  Material  at  Simmons  College. 
Houghton  Mifflin,  Boston.  50c. 

(ab)New  England  History  Teachers'  Association:  An  Outline 
of  Medieval  and  Modern  European  History.  Heath,  Boston. 
15c. 

(b)New  England  History  Teachers'  Association.  Historical 
Sources  in  Schools.  Macmillan,  New  York.  50c. 

(ab)Ogg,  F.  A.:  Source  Book  of  Medieval  History.  American 
Book  Co.,  New  York.  $1.50. 

Oman,  C.  W.  C. :  European  History,  476-918.  Rivingtons,  Lon- 
don. $1.75. 

Paris,  Gaston :  Medieval  French  Literature :  Translated  by  II; 
Lynch.  Button,  New  York.  35c. 

(b)  Perkins,  C. :     An  Outline  for  the  History  of  Europe  Since 

(ab) Robinson,  J.  H. :     History  of  Western  Europe.     Ginn,  Bos- 
ton.    $1.60. 
1815.     The  College  Book  Store,  Columbus,  Ohio.     3fic. 

(ab)Ploetz,  C. :  Epitome  of  Ancient,  Medieval  and  Modern 
History.  Houghton  Mifflin,  Boston.  $3. 

Putzger:  Historischer  Schul- Atlas.  Lecke  &  Buechner,  New 
York.  $1. 

Rait,  R.  S. :  Life  in  the  Medieval  University.  Cambridge  Man- 
uals of  Science  and  Literature.  Putnam,  New  York.  40c 
net. 

Ranke,  L.  von:  The  History  of  the  Popes  During  the  Last 
Four  Centuries.  Bohn.  3  vols.  Macmillan,  New  York. 
35c  each. 

Riley,  F.  L. :  Methods  of  Teaching  History  in  the  Public 
Schools.  By  the  Author,  University  of  Mississippi.  25c. 

(b)Philips,  W.  A.:  Modern  Europe,  1815-1899.  Rivingtons, 
London.  60c.  net. 


40  Bulletin  of  the  University  of  Texas 

Robinson,  J.  H. :     The  New  History.     Ginn,  Boston.    $1.50. 

Robinson,  J.  H. :  Readings  in  European  History.  Vol.  1. 
Ginn,  Boston.  $1.50. 

(ab) Robinson,  J.  H.  and  C.  A.  Beard:  Development  of  Modern 
Europe.  2  vols.  Ginn,  Boston.  $3. 

(ab) Robinson,  J.  H.  and  C.  A.  Beard:  Readings  in  Modern 
European  History.  2  Vols.  Ginn,  Boston.  $3. 

Salmon,  Lucy  M. :  Some  Principles  in  the  Teaching  of  History. 
University  of  Chicago  Press,  Chicago.  50c. 

St.  Francis  of  Assisi :  The  Little  Flowers.  The  Mirror  of  Per- 
fection and  Bonaventura 's  Life.  Everyman.  Button,  New 
York.  35c. 

( ab) Shepherd,  W.  R. :   Historical  Atlas.  Holt,  New  York.  $2.50. 

Stephens,  H.  Morse:  Revolutionary  Europe,  1789-1815.  Riv- 
ingtons,  London.  6s  net. 

Symonds,  J.  A.  Short  History  of  the  Renaissance  in  Italy.  Ed. 
by  Parson.  Holt,  New  York.  $1.75. 

Thatcher,  O.  G.  and  E.  H.  McNeal:  A  Source  Book  for  Me- 
dieval History.  Scribner,  New  York.  $1.85. 

Tout,  T.  F. :  The  Empire  and  the  Papacy,  918-1273.  Riving- 
tons,  London.  6s  net. 

Translations  and  Reprints  from  Original  Sources.  7  vols.  Uni- 
versity of  Pennsylvania,  Philadelphia.  $1.50  each. 

(b)Trenholme,  N. :  Syllabus  for  the  History  of  Western 
Europe.  Ginn,  Boston.  60c. 

Vincent,   J.  M. :     Historical  Research.     Holt,   New  York.     $2. 

Wakeman,  H.  O. :  The  Ascendancy  of  France,  1589-1713.  Mac- 
millan,  New  York.  $1.75. 

"Walker,  W. :  The  Reformation.  Eras  of  the  Christian  Church. 
Scribner,  New  York.  $1.25. 

(b)Whitcomb,    M. :      Combined    Source   Book   of    Renaissance. 

Longmans,  New  York.     $1.50. 

i 

ENGLISH  HISTORY. 
A  Five-Dollar  List  of  Material. 

American  Historical  Association:  Report  of  the  Committee  of 
Five  on  History  in  Secondary  Schools.  McKinley,  Phila- 
delphia. 30c. 


History  and  Civics  in  the  High  School  41 

American  Historical  Association:     Report  of  the  Committee  of 

Seven  on  History  in  Secondary  Schools.     Macmillan,  New 

York.     50c. 
Cheyney,  E.   P.:     Short   History  of  England.     Ginn,   Boston. 

$1.40. 
Fling,  F.  M. :     An  Outline  of  Historical  Method.     Ainsworth, 

Chicago.     75c. 
Historical  Atlas.     English  and  European  History  from  A.  D. 

800  to  1815.     Nystrom,  Chicago.     Cloth  bound,  60c. 
History   Teachers'   Magazine.     McKinley,   Philadelphia.     (One 

year's  subscritpion)  $1. 
New  England  History  Teachers'  Association:     A  Catalogue  of 

the  Collection  of  Historical  Material  at  Simmons  College. 

Houghton  Mifflin,  Boston.     50c. 
New  England  History  Teachers '  Association :     An  Outline  for 

English  History.     Heath,  Boston.     15c. 

Small  Library,  Costing  About  Ten  Dollars. 

American  Historical  Association:  Report  of  the  Committee  of 
Five  on  History  in  Secondary  Schools.  McKinley,  Phila- 
delphia 30c. 

American  Historical  Association:  Report  of  the  Committee  of 
Seven  on  History  in  Secondary  Schools.  Macmillan,  New 
York.  50c. 

Bourne,  H.  E. :  The  Teaching  of  History  and  Civics.  Long- 
mans Green,  New  York.  $1.50. 

Cheyney,  E.  P. :  Introduction  to  the  Industrial  and  Social  His- 
tory of  England.  Macmillan,  New  York.  $1.40. 

Cross,  A.  L. :  A  History  of  England  and  Greater  Britain.  Mac- 
millan, New  York.  $2.50  net. 

Gardiner,  S.  R. :  English  History  School  Atlas.  Longmans 
Green,  New  York.  $1.50. 

History  Teachers'  Magazine.  McKinley,  Philadelphia.  (One 
year's  subscription)  $1. 

Kendall,  E.  K. :  Source  Book  of  English  History.  Macmillan, 
New  York.  80c. 

New  England  History  Teachers'  Association:  A  Catalogue  of 
the  Collection  of  Historical  Material  at  Simmons  College. 
Houghton  Mifflin,  Boston.  50c. 


42  Bulletin  of  the  University  of  Texas 

New    England    Teachers'    Association.     Historical    Sources    in 

Schools.     Macmillan,  New  York,     50c. 
Trenholme.   N. :     Outline   of  English  History.     Ginn,  Boston. 

50c. 

Libraries  Costing  Approximately   Twenty-five,  Fifty  and  One 
Hundred  Dollars. 

(b) Adams,  G.  B.  and  H.  M.  Stephens:  Select  Documents  of 
English  Constitutional  History.  Macmillan,  New  York. 
$2.25. 

Airy,  0. :  The  English  Restoration  and  Louis  XIV.  Longmans 
Green,  New  York.  $1. 

Allen,  F.  J. :  Topical  Outline  of  English  History.  Heath,  Bos- 
ton. 25c. 

(ab)  Allen,  J.  W::  The  Place  of  History  in  Education.  Black- 
wood,  London.  5s. 

(ab) American  Historical  Association:  Report  of  the  Committee 
of  Five  on  History  in  Secondary  Schools.  McKinley,  Phila- 
delphia. 30c. 

(ab) American  Historical  Association:  Report  of  the  Committee 
of  Seven  on  History  in  Secondary  Schools.  Macmillan,  New 
York.  50c. 

(b) Andrews,  C.  M. :  A  Short  History  of  England.  Allyn  and 
Bacon,  Boston.  $1.40. 

(ab) Andrews,  Gambrill  &  Tall:  A  Bibliography  of  History  for 
Schools.  Longmans  Green,  New  York.  60c. 

(b) Ashley,  R.  L.  The  Feudal  Age.  Department  of  History 
and  Economics,  Pasadena  High  School,  Pasadena,  Cali- 
fornia. 40c. 

Ashley,  "W.  J. :  The  Economic  Organization  of  England,  an 
Outline  History.  Longmans  Green,  New  York.  90c  net. 

(b) Bartholomew,  J.  G. :  Literary  and  Historical  Atlas  of  Africa 
and  Australasia.  Everyman.  Dutton,  New  York.  35c. 

(b)Bateson,  Mary:  Medieval  England.  Putnam,  New  York. 
$1.50. 

(b)Beard,  C.  A.:  Introduction  to  the  English  Historians.  Mac- 
millan,  New  York.  $1.60  net. 

(b)Bede:  Ecclesiastical  History.  Everyman.  Dutton,  New  York. 
35c. 


History  and  Civics  in  the  High  School  43 

(ab)  Berry,  A.  J. :     History  and  Geography.    Blackie,  London. 

Is  6d  net. 
(b)Bourinot,  J.  G. :  Canada.     Story  of  the  Nations.     Putnam, 

New  York.     $1.50. 
(ab) Bourne,    H.    E. :     The    Teaching   of   History  ,,and    Civics. 

Longmans  Green,  New  York.     $1.50. 
(b) Bright,   J.   F. :      History   of   England.     5   vols.     Longmans 

Green,  New  York.     $7.25. 
(ab)  Cannon,  H.  L. :     Reading  References  for  English  History. 

Ginn,  Boston.     $2.50. 
(ab)Cheyney,  E.  P. :    Introduction  to  the  Industrial  and  Social 

History  of  England.     Macmillan,  New  York.     $1.40. 
(ab)Cheyney,  E.  P. :    Readings  in  English  History.    Ginn,  Bos- 
ton.    $1.60. 

(ab)Cheyney,  E.  P.:     Short  History  of  England.     Ginn,  Bos- 
ton.    $1.40. 

(ab)  Colby,  C.  W. :    Selections  from  the  Sources  of  English  His- 
tory.    Longmans  Green,  •  New  York.     $1.50. 
Cook,   J. :     Voyages  of  Discovery.     Everyman.     Button,  New 

York.     35c. 

Cornish,  F.  W. :     Chivalry.     Macmillan,  New  York.     $1.50. 
Creighton,  M. :     Age  of  Elizabeth.     Epochs  of  Modern  History. 

Longmans  Green,  New  York.     $1. 
(ab)  Cross,  A.  L. :     A  History  of  England  and  Greater  Britain. 

Macmillan,  New  York.     $2.50  net. 
Cunningham,  W.   and  E.  A.  Me  Arthur:     Outlines  of  English 

Industrial  History.     Macmillan,  New  York.     $1.50. 
Dodge,  S.  S. :    Outlines  of  English  History.    A.  S.  Barnes,  New 

York.     25c. 
(b)Egerton,  H.  E. :    Origin  and  Growth  of  the  English  Colonies. 

Clarendon  Press,  Oxford.     2s  6d. 
(b) Fling,  F.  M. :    An  Autline  of  Historical  Method.    Ainsworth, 

Chicago.     75c. 
(b)Froissart,   Sir  John:     Chronicles  of  England,   France   and 

Spain.     Everyman.     Button,  New  York.     35c. 
Gardiner,  J. :  Houses  of  Lancaster  and  York.  Longmans  Green, 

New  York.     $1. 
(ab)  Gardiner,  S.  R, :    English  History  School  Atlas.    Longmans 

Green,  New  York.     $1.50. 


44  Bulletin  of  the  University  of  Texas 

Gardiner,  S.  R. :     The  Puritan  Revolution.     Longmans  Green, 

New  York.     $1. 
Gardiner:    A  Student's  History  of  England  to  1885.    Longmans 

Green,   New  York.     $3. 

(b)  George,  H.  B. :    Relations  of  Geography  and  History.     Clar- 
endon Press,  Oxford.     $1.10. 
Giles,   J.   A.,   Ed. :     Anglo-Saxon   Chronicle.     Macmillan,   New 

York.     $1. 
(ab)  Green,   J.   R. :     A  Short   History   of  the   English  People. 

American  Book  Co.,  New  York.     $1.20. 
Gretton,  R.  H. :     A  Modern  History  of  the  English  People.     2 

vols.    Small  Maynard,  Boston.    $5. 
Hakluyt:     Voyages.     Everyman.     8  vols.     Button,  New  York. 

35c  each. 
(b)Hartwell,  E.  C. :    The  Teaching  of  History.    Houghton  Mif- 

flin,  Boston.     35c. 

Hayes,  C. :     British  Social  Politics.     Ginn,  Boston.     $1.75. 
Hazen,  C.  D. :     Europe  Since  1815.     Holt,  New  York.     $2.50. 
Henderson,  E.   F. :     Select   Historical  Documents.     Macmillan, 

New  York.     $2.50. 

(ab)  History     Teachers'     Magazine.      McKinley,     Philadelphia. 
The    Historical    Association    (English)  :     Historical    and    Bio- 
graphical   Leaflets.     Nos.    1-24.     McKinley,    Philadelphia. 

$3.80. 

(One  year's  subscription)   $1. 
(b)Ilber,  Sir  Courtney:     Parliament;    Its  History,  Constitution 

and  Practice.     Holt,  New  York.     50c. 
Innes,  A.  D. :    History  of  England  for  Use  in  Schools.    Putnam, 

New  York.     $1.25. 
Jager,   O. :     The   Teaching  of  History.     Translated  by   H.  J. 

Chaytor.     McKinley,  Philadelphia.     $1.52. 
Johnson,  H.  H. :    The  Opening  Up  of  Africa,     Holt,  New  York. 

50c. 
(b)  Joyce,  P.  W. :     Short  History  of  Ireland.    Longmans  Green, 

New  York.     50c. 
Keatinge,  W.  M. :     Studies  in  the  Teaching  of  History.     Black, 

London.     $1.60. 

(ab) Kendall,  E.  K. :     Source  Book  of  English  History.     Mac- 
millan, New  York.     80c. 


History  and  Civics  in  the  High  School  45 

Kendall,  J.  T. :     A  Short  History  of  the  Church  of  England. 

Macmillan,   New  York.     $3  net. 
Kingsley,  M.  E. :     Outline  of  English  History.    Palmer,  Boston. 

46c. 
Knowlton,  D.  C. :     Studies  in  English  History  Prepared  for  the 

Use   of   High    Schools   and   Academies.     New  York   State 

Teacher,  Ithaca,  New  York.     35c. 
(ab)Langlois,   C.   V.    and   C.    Seignobos:      Introduction   to  the 

Study  of  History.     Translated  by  G.   G.  Berry.     Preface 

by  F.  York  Powell.    McKinley,  Philadelphia.     $1.85. 
Lee :    A  Source  Book  of  English  History.    Holt,  New  York.    $2. 
(b)Lyali,  Sir  A.  C. :    Rise  and  Expansion  of  British  Dominion 

in  India.     Murray.  London.     5s. 
Macaulay,  T.  B. :     History  of  England  from  the  Accession  of 

James  II.     Everyman.     3  vols.     Dutton,  New  York.     35c 

each. 
Macmillan:     A  Short  History  of  the  Scottish  People.     Hodder 

&  Stoughton,  London.     $3. 
(ab)Maitland,  F.  W. :     The  Consitutional  History  of  England. 

Putnam,  New  York.     $3.50. 
Malory,  Sir  Thomas:     Le  Morte  dr Arthur.     Everyman.     2  vols. 

Dutton,  New  York.     35e  each. 
(b)McMurry,  C.  A.:     Special  Method  in  History.     Macmillan, 

New  York.     75c. 
(ab)New  England  History  Teachers'  Association:    A  Catalogue 

of  the  Collection  of  Historical  Material  at  Simmons  College. 

Houghton  Mifflin,  Boston.     50c. 
New  England  History  Teachers'  Association:     An  Outline  for 

English  History.     Heath,  Boston.     15c. 

<ab) Newton  and  Treat:     Outline  for  English  History.     Ameri- 
can Book  Co.,  New  York.     25c. 
(b)Pepys,  S. :    Diary.     Everyman.     2  vols.    Dutton,  New  York. 

35c  each. 
(ab)Ploetz,    C. :      Epitome  of   Ancient,   Medieval   and   Modern 

History.     Houghton  Mifflin,  Boston.     $3. 
Pollard,   A".  F.:     The  History  of  England.     Holt,  New  York. 

50c. 
Prothero,  G.  W.,  Ed.:     Select  Statutes  and  other  Constitutional 

Documents  Illustrative  of  the  Reigns  of  Elizabeth  and  James 

I.     Clarendon  Press,  Oxford.     $2.60. 


46  Bulletin  of  the  University  of  Texas 

.(b)Rait,    R.    S.:     Life  in    the    Medieval    History.     Cambridge 

Manual  of  Science  and  Literature.     Cambridge  University 

Press.  Cambridge.     40c. 
Reich:     A   New   Atlas   of    English   History.     Macmiilaii,   New 

York.     $3.25. 

Robinson,  J.  H. :     The  New  History.     Ginn,  Boston.     $1.50. 
Robinson,  J.   H.   and  C.  A.   Beard:     Development  of  Modern. 

Europe.    Vol.  2.     Ginn,  Boston.    $1.60. 
(b) Russell,  G.  W.   E. :     Life  of  Gladstone.     Everyman.     Dut- 

ton,  New  York.     35c. 
(b)  Salmon,    Lucy   M. :     Some    Principles   in    the    Teaching   of 

History.     University  of  Chicago  Press,  Chicago.     50c. 
Seeley,  J.  R. :     Expansion  of  England.     Little  Brown,  Boston. 

$1.75. 

Shepherd,  W.  R. :     Historical  Atlas.     Holt,  New  York.     $2.50. 
Smith,  A. :     Wealth  of  Nations.     Everyman.     2  vols.     Button, 

New  York.     35c  each. 
Smith,  G. :     Three  English  Statesmen.     Macmillan,  New  York. 

$1.50. 
Stubbs,  W. :     The  Early  Plantagenets.     Longmans  Green,  New 

York.     $1. 

(b)  Taylor,  R.   W.   C. :     The  Factory  System  and  the  Factory- 
Acts.     Scribner,  New  York.     $1. 

Thomas,  A.  C. :    A  History  of  England.    Heath,  Boston.    $1.50. 
(b) Thompson,    H.    H. :      English    Monasteries.      Putnam,    New 

York.     40c  net. 
Tregarthen,    G. :      Australian    Commonwealth.      Putnam,    New 

York.     $1.50. 
(ab)Trenholme,  N. :     Outline  of  English  History.     MeKinley. 

Philadelphia.     57c. 
Vincent,  J.  M. :     Historical  Research.     Holt,  New  York.     $2. 

AMERICAN  HISTORY  AND  CIVICS. 

The  basis  of  a  good  high  school  library  in  United  States  his- 
tory is  furnished  by  two  works.  These  are:  (1)  The  American 
Nation,  Harpers,  New  York,  in  twenty-seven  volumes,  written 
by  leading  historians  of  America  and  edited  by  Professor  A.  B. 
Hart;  (2)  The  biographies  of  the  American  Sfairsman  Series 
(IToughton  Mifflin  and  Company,  Boston).  The  price  of  the 


History  and  Civics  in  the  High  School  17 

first  is  $2.00  a  volume;  of  the  second,  $1.25.  These  are  reduced 
by  school  discounts  to  about  $1.60  and  $1.10,  respectively.  Vol- 
umes may  be  bought  separately,  and  thus  the  sets  may  be  grad- 
ually acquired.  The  contents  of  the  two  sets  follow : 

THE  AMERICAN  NATION 

Group  1. — Foundations  of  the  Nation 

Vol.  1  EUROPEAN  BACKGROUND  OF  AMERICAN  HISTORY.  By 
Edward  P.  Cheney,  A.M.,  Professor  of  History. 
University  of  Pennsylvania. 

Vol.  2  BASIS  OF  AMERICAN  HISTORY.  By  Livingston  Farrand, 
A.M.,  M.D.,  Professor  of  Anthropology,  Columbia 
University. 

Vol.  3  SPAIN  IN  AMERICA.  By  Edward  G.  Bourne,  Ph.D., 
Professor  of  History,  Yale  University. 

Vol..  4  ENGLAND  IN  AMERICA.  By  Lyon  G.  Tyler,  LL.D., 
President  of  William  and  Mary  College. 

Vol.  5  COLONIAL  SELF-GOVERNMENT.  By  Charles  McL.  An- 
drews, Ph.D.,  Professor  of  History,  Bryn  Mawr  Col- 
lege. 

Group  2. — Transformation  into  a  Nation 

Vol.  6  PROVINCIAL  AMERICA.  By  Evarts  B.  Greene,  Ph.D.r 
Professor  of  History,  University  of  Illinois. 

Vol.  7  FRANCE  IN  AMERICA.  By  Reuben  Gold  Thwaites, 
LL.D.,  Secretary  of  the  State  Historical  Society  of 
Wisconsin. 

Vol.  8  PRELIMINARIES  OF  THE  REVOLUTION.  By  -George  Elliott 
Howard,  Ph.D.,  Professor  of  Institutional  History, 
University  of  Nebraska. 

Vol.  9  THE  AMERICAN  REVOLUTION.  By  Claude  H.  Van  Tyne, 
Ph.D.,  Professor  of  American  History,  University 
of  Michigan. 

Vol.  10  THE  CONFEDERATION  AND  THE  CONSTITUTION.  By  An- 
drew C.  McLaughlin,  A.M.,  Director  of  the  Bureau 
of  Historical  Research,  Carnegie  Institution. 

Group  3. — Development  of  the  Nation 

Vol.  11  THE  FEDERALIST  SYSTEM.  By  John  S.  Bassett,  Profes- 
sor of  American  History,  Smith  College. 


48  Bulletin  of  the  University  of  Texas 

Vol.  12  THE  JEFFERSONIAN  SYSTEM.  By  Edward  C.  Channhig, 
Ph.D.,  Professor  of  History,  Harvard  University. 

Vol.  13  THE  RISE  OF  AMERICAN  NATIONALITY.  By  Kendric  C. 
Babcock,  Ph.D.,  President  of  the  University  of  Ari- 
zona. 

Vol.  14  RISE  OF  THE  NEW  WEST.  By  Frederick  Jackson  Turner, 
Professor  of  American  History,  University  of  Wis- 
consin. 

Vol.  15  JACKSONIAN  DEMOCRACY.  By  William  Mac-Donald, 
LL.D.,  Professor  of  History,  Brown  University. 

Group  4. — Trial  of  Nationality 

Vol.  16     SLAVERY  AND  ABOLITION.    By  Albert  B.  Hart,  Ph.D., 

LL.D.,   Professor   of  History,   Harvard  University. 
Vol.  17     WESTWARD  EXTENSION.    By  George  P.  Garrison,  Ph.D., 

Professor  of  History,  University  of  Texas. 
Vol.  18     PARTIES  AND  SLAVERY.    By  Theodore  C.  Smith,  Ph.D., 

Professor  of  American   History,  Williams   College. 
Vol.  19     CAUSES  OF  THE  CIVIL  WAR.    By  French  E.  Chadwick, 

U.  S.  N.,  recent  President  of  the  Naval  War  College. 
Vol.  20     THE  APPEAL  TO  ARMS.    By  James  K.  Hosmer,  LL.D., 

recent  Librarian  of  the  Minneapolis  Public  Library. 
Vol.  21     OUTCOME  OF  THE  CIVIL  WAR.     By  James  K.  Hosmer, 

LL.D. 

Group  5. — National  Expansion 

Vol.  22  RECONSTRUCTION,  POLITICAL  AND  ECONOMIC.  By  Wil- 
liam A.  Dunning,  Ph.D.,  Professor  of  History,  Co- 
lumbia University. 

Vol.  23  NATIONAL  DEVELOPMENT.  By  Edwin  Erie  Sparks, 
A.M.,  Professor  of  American  History,  University  of 
Chicago. 

Vol.  24  NATIONAL  PREBLEMS.  By  Davis  R.  Dewey,  Ph.D., 
Professor  of  Economics,  Massachusetts  Institute  of 
Technology. 

Vol.  25  AMERICA  AS  A  WORLD  POWER.  By  John  H.  Latane, 
Ph.D.,  Professor  of  History,  Washington  and  Lee 
University. 


History  and  Civics  in  the  High  School  49 

Vol.  26     NATIONAL  IDEALS  HISTORICALLY  TRACED.    By  Albert  B. 

Hart,  LL.D.,  Ph.D.,  Professor  of  History,  Harvard 

University. 
Vol.  27     INDEX  TO  THE  AMERICAN  NATION.    Prepared  by  David 

M.  Matteson,  A.M. 

AMERICAN  STATESMEN 

BENJAMIN  FRANKLIN.  ANDREW  JACKSON. 

SAMUEL  ADAMS  MARTIN  VAN  BUREN. 

PATRICK  HENRY.  JOHN  SHERMAN. 

GEORGE  WASHINGTON,  2  vols.  HENRY  CLAY,  2  vols. 

JOHN  ADAMS.  DANIEL  WEBSTER. 

ALEXANDER  HAMILTON.  JOHN  C.  CALHOUN. 

GOUVERNEUR  MORRIS.  JOHN  SHERMAN. 

JOHN  JAY.  THOMAS  H.  BENTON. 

JOHN  MARSHALL.  LEWIS  CASS. 

THOMAS  JEFFERSON.  ABRAHAM  LINCOLN,  2  vols. 

JAMES  MADISON.  WILLIAM  H.  SEWARD. 

ALBERT  GALLATIN.  SALMON  P.  CHASE. 

JAMES  MONROE.  CHARLES  FRANCIS  ADAMS. 

JOHN  QUINCY  ADAMS.  CHARLES  SUMNER. 

JAMES  G.  BLAINE.  THADDEUS  STEVENS. 
JOHN  RANDOLPH 

When  funds  are  available  each  school  should  have  a  set  of  the 
historical  writings  of  Francis  Parkman  (Little,  Brown  and  Com- 
pany, Boston)  and  of  John  Fiske  (Houghton,  Mifflin  and  Com- 
pany, Boston).  Both  were  great  literary  historians,  and  their 
charming  style  stimulates  interest  in  historical  reading. 

A  Five-Dollar  List  of  Material 

American  Historical  Association:  Report  of  the  Committee  of 
Five  on  History  in  Secondary  Schools.  McKinley,  Phila- 
delphia. 30c. 

American  Historical  Association :  Report  of  the  Committee  of 
Seven  on  History  in  Secondary  Schools.  Macmillan,  New 
York.  50c. 

Fling,  F.  M. :  Outline  of  Historical  Method.  Ainsworth,  Chi- 
cago. 75c. 


50  Bulletin  of  the  University  of  Texas 

Hart,  A.  B. :  Epoch  Maps  Illustrating  American  History.  Long- 
mans Green,  New  York.  50c. 

Hart,  A.  B.:  A  Source  Book  of  American  History.  Macmillan, 
New  York.  60c. 

History  Teachers'  Magazine:  McKinley,  Philadelphia.  (One 
year's  subscription)  $1. 

Muzzey,  D.  •  S. :     American  History.     Ginn,  Boston.     $1.50. 

New  England  History  Teachers'  Association:  A  Catalogue  of 
the  Collection  of  Historical  Material  at  Simmons  College. 
Houghton  Mifflin,  Boston.  50c. 

New  England  History  Teachers'  Association:  An  Outline  for 
American  History.  Heath,  Boston.  15c. 

A  Small  Library,  Costing  About  Ten  Dollars. 

American  Historical  Association :  Report  of  the  Committee  of 
Five  on  History  in  Secondary  Schools.  McKinley,  Phila- 
delphia. 30c. 

American  Historical  Association :  Report  of  the  Committee  of 
Seven  on  History  in  Secondary  Schools.  Macmillan,  New 
York.  50c. 

Barker,  E.  C.  Potts,  C.  S.,  and  Ramsdell,  C.  W. :.  School  History 
of  Texas.  Row,  Patterson,  Chicago.  65c. 

Bassett,  J.  S.:  A  Short  History  of  the  United  States.  Mac- 
millan, New  York.  $2.50  net. 

Bourne,  H.  E.:  The  Teaching  of  History  and  Civics.  Long- 
mans Green,  New  York.  $1.50. 

Hart,  A.  B. :  Epoch  Maps  Illustrating  American  History.  Long- 
mans Green,  New  York.  50c. 

Hart,  A.  B. :  A  Source  Book  of  American  History.  Macmillan, 
New  York.  60c. 

History  Teachers'  Magazine:  McKinley,  Philadelphia.  (One 
year's  subscription)  $1. 

James,  J.  A.  and  A.  H.  Sanford:  Government  in  State  and 
Nation.  Scribner,  New  York.  $1. 

Kingsley,  M.  E.:  Outline  Studies  in  United  States  History. 
Palmer,  Boston.  35c. 

Muzzey,  D.   S. :     American  History.     Ginn,  Boston.     $1.50. 

New  England  History  Teachers'  Association:  A  Catalogue  of 
the  Collection  of  Historical  Material  at  Simmons  College. 
Houghton  Mifflin,  Boston.  50c. 


History  and  Civics  in  the  High  School  51 

New  England  History  Teachers'  Association:     An  Outline  for 

American  History.     Heath,  Boston.     15c. 
Wolfson,  A.  M. :    Outline  for  Review  in  Civics.    American  Book 

Co.,  New  York.     25c. 

Libraries   Costing  Approximately   Twenty -five,  Fifty  and  One 
Hundred  Dollars. 

(b)  Allen,  J.  W. :  The  Place  of  History  in  Education.  Black- 
wood,  London.  5s. 

American  Historical  Association:  Report  of  the  Committee  of 
Five  on  History  in  Secondary  Schools.  McKinley,  Phila- 
delphia, 30c. 

American  Historical  Association :  Report  of  the  Committee  of 
Seven  on  History  in  Secondary  Schools.  Macmillan,  New 
York.  50c. 

Ames,  H.  V. :  State  Documents  on  Federal  Relations.  Long- 
mans Green,  New  York.  $1.75. 

Andrews,  C.  M. :    Colonial  Self-Government,  Harper,  New  York. 

$2. 

'  (b) Andrews,   Gambrill  and  Tall:     A  Bibliography  of  History 
for  Schools.     Longmans  Green,  New  York.     50c. 

(ab) Barker,  E.  C.,  C.  S.  Potts  and  C.  W.  Ramsdell:  School  His- 
tory of  Texas.  Row,  peterson,  Chicago.  65c. 

(ab)Bassett,  J.  S. :  A  Short  History  of  the  United  States.  Mac- 
millan, New  York.  $2.50  net. 

Beard,  C.  A. :  Readings  in  American  Government  and  Politics. 
(Revised.)  Macmillan,  New  York.  $1.90  net. 

(b)Bogart,  J.  L. :  The  Economic  History  of  the  United  States. 
Longmans  Green,  New  York.  $1.75. 

(ab)Bolton,  H.  E.  and  Barker,  E.  C.:  With  the  Makers  of 
Texas.  American  Book  Co.,  New  York.  60c. 

(ab)Bourne,  H.  E. :  The  Teaching  of  History  and  Civics.  Long- 
mans Green,  New  York.  $1.50. 

(ab)Brigham,  A.  P.:  Geographic  Influences  in  American  His- 
tory. Ginn,  Boston.  $1.25. 

(b)Brooks,  E.  C. :  The  Story  of  Cotton  and  the  Development 
of  the  Cotton  States.  Rand  McNally,  Chicago.  75c. 

(b)Bryce,  J. :  American  Commonwealth.  Abridged  Edition. 
Macmillan,  New  York.  $1.75. 


52  Bulletin  of  the  University  of  Texas 

Caldwell,  H.  W.  and  C.  E.  Persinger:  Source  History  of  the 
United  States  from  Discovery,  1492,  to  Reconstruction,  1877. 
Ainsworth,  Chicago.  $1.25. 

Callender,  G.  S. :  Selections  from  the  Economic  History  of  the 
United  States,  1765-1860.  Ginn,  Boston.  $2.75. 

(b) Charming,  E. :  Student's  History  of  the  United  States. 
Macmillan,  New  York.  $1.40. 

(ab)Channing,  E.,  A.  B.  Hart  and  F.  J.  Turner:  Guide  to 
Study  and  Reading  of  American  History.  Ginn,  Boston. 
$2.50. 

Cheyney,  E.  P. :  The  European  Background  of  American  His- 
tory. Harper,  New  York.  $2. 

(ab)Coman,  K. :  Industrial  History  of  the  United  States.  Mac- 
millan, New  York.  $1.50. 

Dodd,  W.  E.,  Ed. :  The  Riverside  History  of  the  United  States. 
4  vols.  Houghton,  Mifflin  &  Co.,  New  York.  $5.00.  (Vol. 
1 :  Becker,  Beginnings  of  the  American  People ;  Vol.  2,  John- 
son, Union  and  Democracy;  vol.  3,  Dodd,  Expansion  and 
Conflict ;  vol.  4,  Paxson,  the  New  Nation.  The  volumes  are 
sold  separately  at  $1.25  each.) 

Groscup,  G.  C. :  A  Synchronistic  Chart  of  United  States  History 
with  a  Chronological  Text  by  E.  D.  Lewis.  Windsor  Pub. 
Co.,  New  York.  $1.50  net, 

Dodd,  W.  E.:  Statesmen  of  the  Old  South.  Macmillan,  New 
York.  $1.50. 

(ab)Fish,  C.  R. :  The  Development  of  American  Nationality. 
American  Book  Co.,  New  York.  $2.25. 

Fiske,  J.:     The  Critical  Period.    Houghton  Mifflin,  Boston,    $2. 

Fling,  F.  M. :  An  Outline  of  Historical  Method.  Ainsworth, 
Chicago.  75c. 

Forman,  S.  E. :    Advanced  Civics.    Century,  New  York.    $1.25. 

Foster,  J.  W. :  A  Century  of  American  Diplomacy.  Houghton 
Mifflin,  Boston.  $2.50. 

George,  G.  B. :  Historical  Evidence.  Clarendon  Press.  Ox- 
ford. 75c. 

Hart,  A.  B. :  American  History  Told  by  Contemporaries.  4 
vols.  Macmillan,  New  York.  $7. 

(b)Hart,  A.  B. :  Epoch  Maps  Illustrating  American  History. 
Longmans  Green,  New  York.  50c. 


History  and  Civics  in  the  High  School  53 

(ab)Hart,  A.  B.1:  Essentials  in  American  History.  American 
Book  Co.,  New  York.  $1.50. 

(b)Hart,  A.  B. :  Formation  of  the  Union.  Longmans  Green, 
New  York.  $1.25. 

(ab)Hart,  A.  B.  and  E.  Channing,  Ed.:  The  American  History 
Leaflets.  P.  F.  Simmons,  3  E.  14  St.,  New  York.  $3.60. 

Haskins :  The  American  Government.  J.  J.  Ives  &  Co.,  New 
York.  $1. 

Hinsdale :  How  to  Study  and  Teach  History.  McKinley,  Phila- 
delphia. $1.50. 

(ab)  History  Teachers'  Magazine.  McKinley,  Philadelphia. 
(One  year's  subscription)  $1. 

(b)Jager,  O. :  The  Teaching  of  History.  Translated  by  H.  J. 
Chayter.  McKinley,  Philadelphia.  $1.52. 

James,  J.  A.  and  C.  W.  Mann:  Readings  in  American  History. 
Ginn,  Boston.  $1.50. 

(ab)  James,  J.  A.  and  A.  H.  Sanford:  Government  in  State  and 
Nation.  Scribner's,  New  York.  $1  net. 

Johnson,  A.,  Ed. :  Readings  in  American  Constitutional  His- 
tory. Houghton  Mifflin,  Boston.  $2.50. 

Keatinge,  W.  M. :  Studies  in  the  Teaching  of  History.  Black, 
London.  Is  6d. 

(ab)Kingsley,  M.  E. :  Outline  Studies  in  United  States  His- 
tory. Palmer,  Boston.  35c. 

(ab)Langlois,  C.  V.  and  C.  Seignobos:  Introduction  to  the 
Study  of  History.  Translated  by  G.  G.  Berry.  Preface 
by  F.  York  Powell.  McKinley,  Philadelphia.  $1.85. 

Lodge,  H.  C. :  George  Washington.  Houghton  Mifflin,  Boston. 
$1.25. 

(ab)MacCoun,  T. :  Historical  Geography  of  the  United  States. 
Silver  Burdett,  New  York.  90c  net. 

(b)Mace,  W.  H. :  Method  in  History  for  Teachers  and  Stu- 
dents. Ginn,  Boston.  $1. 

(b)McMurry,  C.  A.:  Special  Method  in  History.  Macmillan, 
New  York.  75c. 

(ab)MacDonald,  W. :  Documentary  Source  Book  of  American 
History.  Macmillan,  New  York.  $1.75. 

McKinley,  A.  E.,  Ed.:  Illustrated  Topics  for  American  His- 
tory. McKinley,  Philadelphia.  Complete  set  with  cover. 
87c.  Postage  extra. 


54  Bulletin  of  the  University  of  Texas 

McLaughlin,  A.  C. :     History  of  the  American  Nation.     Apple- 
ton,  New  York.     $1.40. 
Morse,  Jr.,  J.  T. :    Abraham  Lincoln.    2  vols.    Houghton  Mifflin, 

Boston.     $2.00. 

(ab)Muzzey,  D.  S. :     American  History.     Ginn,  Boston.     $1.50. 
(a) New  England  History 'Teachers'  Association:     A  Catalogue 

of  the  Collection  of  Historical  Material  at  Simmons  Col- 
lege.    Houghton  Mifflin,  Boston.     50c. 
(ab)New  England  History  Teachers'  Association:     Historical 

Sources  in  Schools.     Macmillan,  New  York.     50c. 
(ab)New  England  History  Teachers'  Association:     An  Outline 

for  American  History.     Heath,  Boston.     15c. 
(b)New  England  History  Teachers'  Association:     An  Outline 

for  the  Study  of  American  Civil  Government  in  Secondary 

Schools.    Macmillan,  New  York.     50c. 
Newton  and  Treat:     Outline  for  Review  in  American  History. 

American  Book  Co.,  New  York.     25c. 
Old  South  Leaflets.    E.  D.  Mead,  Ed.    205  Numbers.    Directors 

of  the  Old  South  Work,  Boston.     $8.25. 
(b)Paxson,  F.  L. :     The  Last  American  Frontier.     Macmillan, 

New  York.     $1.50. 

(b)Ploetz,  C. :     Epitome  of  Ancient  Medieval  and  Modern  His- 
tory.    Houghton  Miffllin,  Boston.     $3. 
Reinsch,  P. :    Readings  on  American  Federal  Government.   Oinn, 

Boston.     $2.25. 

Robinson,  J.  H. :     The  New  History.     Ginn,  Boston.    $1.50. 
Root,  W.  T.  and  H.  V.  Ames:     Syllabus  of  American  Colonial 

History.     Longmans  Green,  New  York.     $1. 
Schuyler,  R.  L. :     A  Syllabus  of  American  History.     Columbia 

University  Press,  New  York.     25c  net. 
Semple,  E.  C. :    Influences  of  Geographical  Environment.    Holt, 

New  York.     $4  net. 
(b)Taussig,  F.  W. :     The  Tariff  History  of  the  United  States. 

Putnam,  New  York.     $1.50. 
(ab)Thwaites,    R.    G.:     The    Colonies,    1492-1750.     Longmans 

Green,  New  York.     $1.25. 
(b) Turner,  F.  J. :     The  Rise  of  the  New  West.     Harper,  New 

York.     $2. 
Vincent,  J.  M. :     Historical  Research.     Holt,  New  York.     $2. 


History  and  Civics  in  the  High  School  55 

White:     Pupils'  Outline  in  United  States  History.     American 

Book  Co.,  New  York.     30c. 
(b) Wilson,  W.:     Division  and  Reunion,  1829-1889.     Lonomans 

Green,  New  York.     $1.25. 
<ab)Wolfson,  A.  M.:    Outline  for  Review  in  Civics.    American 

Book  Co.,  New  ^ork.     25c. 


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